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What it seems like to me is that the student is thinking with a fixed mindset. The grade is the only thing that matters and the learning isn't anywhere in the student's thought. The teacher should have a conversation with the student that is very growth mindset centered. It sounds like the student has been working hard and that is definitely something to praise. The teacher, student, and parents can work together to come up with a plan to redo previous material to allow the student to demonstrate mastery. Keep the conversations incorporating growth mindset.

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As the teacher I would help remind the student that they are simply not there “yet”. I would also work hard to help meet the student where they are in their learning and offer extra activities for them at their level. This would then help build the students foundational skills along with their confidence that would also allow them to hopefully gain a better understanding of the concepts being taught. This is also a great example of the importance of grading students on their effort put in instead of their final outcome.

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First of all, I feel that this scenario happens way too often that students are only worried about passing, not so much how they do in the class. If this student is working hard, but not succeeding to me that means that this student is in a school where the product is praised over the process. I think it is important for the teacher to have a conversation with the student about the hard work they have put in to the class and how they are proud of the growth they have seen in the student. It is important for this student to know that just because they may not be understanding the concepts, the effort they are putting in is being noticed by the teacher.

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This is most likely happening in a school where very little is done to separate actual achievement (product), behavior (process), and growth (progress). I would do my best to first talk to the student about the admirable amount of effort they have put into learning this term. I’m thinking because of the effort put forth, that there would be evidence of growth that I could use to boost this student’s confidence. Because I work in a middle school, not passing a class really doesn’t have any sort of class credit repercussions, so I would try to ease their mind about that. The key things, in my opinion, are to make sure I am doing everything I can (interventions, differentiation, etc) to ensure this student can succeed and for me to encourage my student to continue working hard and doing their best. I would make sure to praise the hard work and effort often and also focus on pointing out growth when it happens.

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In this scenario it is great that the student has reached out to their teacher with their worries and concerns.  This student has been (presumably from the description) working their tail off and are failing at midterms.  One of the largest issues here is that our grading system is broken.  If we were measuring growth the story for this student would likely be much different.  A student could go from a 20% to a 50% and still be failing under the old grading regime.  Contrast that with a second student who only improved 5%, but went from a 90% to a 95%.  I would find alternative ways to show this student the amount of growth they have experienced so far (perhaps pre and post “testing”).  I would focus their attention on the process (growth) over the product (their percentage).  I would also be looking for ways to differentiate the coursework so that it was meeting this student more at their level and addressing more of their needs.

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This teacher should praise the student for his effort and persistence with learning. Instead the teacher downplayed all of his effort and basically told him it’s not good enough. The teacher should instead ask the student what parts of the course are challenging and offer additional assistance to help the student succeed. The teacher could also allow the student to do some additional activities that show learning for extra credit to help his grade. In an ideal world, there would be no failing grade. So, if the teacher is able to change the grading system to “Not Yet” instead of “Fail” the student would be able to keep a growth mindset while learning. Finally, the teacher should do some reflection to see if there are some parts of the class that need to be changed. Maybe there needs to be more choice, different assessments, and less lectures so that all students succeed.

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Working hard and still failing. This breaks my heart. Honestly, i know this is the early childhood educator in me talking but, it doesnt seem right that a student can work hard and still fail. This goes against what I think to be true about a growth mindset. If I were that teacher, I would find a way for that student to contribute to his grade in a way that focused on his strengths and then find a way for him to pass. Some extra credit in an area where he excels could boost his grade, and his confidence,enough. More importantly it would be a huge reminder that we all have strengths that we can use to our benefit.

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I think this scenario needs to have some reflection from both the teacher and the student. I think the teacher needs to reflect because usually a really hard worker isn't almost failing a class. That makes me wonder as the teacher if I am needing to teach something a different way or need to be more aware that this student needs help. The student needs to reflect on why they aren't getting the grade they want. Are they thinking they understand the material and then don't when it comes to test time? Are they asking for help? Did they ask for help after any of the previous tests? The student should not have been waiting until the midterm to start talking to the teacher about their grade. So at this point, I would go through past tests and homework materials with the student and help them figure out what they did wrong on the problems they got incorrect. This type of review would hopefully help the student be more prepared for the midterm and hopefully help them pass the test and class. If there isn't a midterm test, I would allow the student to go back and correct some problems on previous tests to show mastery and help boost his/her grade a little.

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I remember feeling that way a couple of times in school and my teachers sat me down and we look at what I needed to work on. I would do the same thing with that students and look at the growth they have accomplished so far. I would also talk to them about what would happen if they had to retake the class and how that would make them feel. I think it would be important to look at what they have been doing and why that hasn't been helping them and brainstorm others ways for them to complete their work and be ready for the test.

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I think the first thing I would do as this teacher is reflect on the discrepancy in the fact that this student is working very hard but is in danger of failing my class. I would ponder if it had something to do with a lack of assistance/guidance that I have given this student. I would say that if this student continues to give it their all, that they will definitely pass my class and that I am looking for them to learn from my class, and not live in this fear of getting a certain grade.

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I think the first thing I would do as this teacher is find the discrepency

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I would make sure to tell the student that I have seen all the hard work they have put into the class. Telling them that the effort has been noticed even if it is not reflected in their grade.  I would ask the students to tell me why he feels that he ‘just needs to pass this class.” At this time it would be good to really sit down with the student and look at why there is an imbalance between the effort and the grades. I think it is important to determine why the grade is near failing but they are working very hard. Does the student feel rushed for time when taking tests and so doesn’t get good grades on those. Perhaps there are some assignments that could be given a second look. Could the student make some changes to previous work and return it in to improve the overall class grade.  In starting an open conversation and acknowledging the students feels, there may be a way to help the student so that they do pass the class since they seem to be willing to do the work.

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I have had this student before in my classes. While I commend their efforts for working hard, I certainly hope the student wants to do better than simply passing the class. In this scenario, I am not sure that the student is embracing the challenge as they should be and learning from past mistakes. I would try to have a conversation with the student and reason with them. If all we strive for is mediocre work in everything that we do, what kind of a life would we have? We should try to do as best as we can and not settle for anything less. I would also encourage the student to retake some of the assessments that are pulling his grade down. This would help him see that he can improve his grade by improving his learning. I would also encourage him to have a closer look at the feedback I give him. If he is a hard worker, I believe he will take my feedback seriously and make the appropriate changes.

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As an educator, I believe that it is my responsibility to instill a growth mindset in my students. Having a growth mindset means that an individual is willing to put forth their best effort, accept the challenge, learn from his mistakes and lastly, make changes based on feedback. It sounds like the student in this week’s fixed mindset scenario has been putting forth the effort, but I am left wondering if the student is accepting the challenges of the course, is learning from his mistakes, and is open to my suggestions and feedback? The biggest factor in this scenario is the student. Currently, the student is focused on the outcome of his learning, and not the process. As the teacher, I think it would be essential to talk one-on-one with the student about focusing where he will place his energy. As the teacher, I would want to know if he understands the learning targets. Additionally, I would then discuss certain steps he can take to learn from his mistakes: (Is there an assignment he can do for more points? A test he could re-take?) Lastly, I would praise the student for using his assertiveness skills and continue to check in with this student throughout the remainder of the course to see what else I can do to help him learn from his mistakes in my class.

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This is a perfect example of why retakes and the ability to redo assignments is important for student growth. If the student is a hard worker, but maybe not a great test taker, being able to sit down and break down the mistakes after a test and providing an opportunity for them to show mastery is key for building confidence in this student. This student is concerned about passing the class and is not concerned with mastering the knowledge and or skills that are being taught along the way. A conversation early on was needed about the importance of the test and how it is not just to pass or for the grade, it is to provide you, as the teacher, evidence of student understanding. This should lead to less conversations about the stress of trying to pass the class and more focus on how they can improve and learn from mistakes and grow.

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I appreciate that the student took the initiative to go to the teacher with their concern about not passing the class. I do see here however where the fault can be passed to many different people. I can see that the teacher may have dropped the ball a bit. If the student was truly trying and putting forth great efforts throughout, then the teacher should have recognized this before the point of possible failure of the class. This teacher could have come up with other learning opportunities, outside help from a tutor or mentor. They could have also worked with the student to come up with possible adaptations or different types of assignments. If this was offered and the student declined then I can see that the failing grade might still have to stand. At this point if the student was truthfully putting forth their best effort and working to their full potential there should be ways to still make adaptations or ways to extend the grading process in order for the student to complete the work to pass. Working as a team will be key, teacher, student, parents and possibly administration.

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I am all for allowing students to retake and redo assessments to show mastery, even if it is as a later date. I don't think this student just needs to redo assignments though. There is a deeper conversation that needs to be had about the role that school should serve the student. This student sounds like the process of learning is not real important to them, but rather what is on the report card is all that matters. I think trying to find an analogy that the student could appreciate, like maybe practicing for a sport they partake in to get better, may help the student grasp that hard work through challenges in school will help them in the long run.

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It is necessary to have a conversation with this student about their mindset and overall approach to learning in class. Solely focusing on the need to pass a class inhibits the student from actually learning the material and experiencing growth. However, it is positive that the student even approached the teacher in the first place. I would try to help the student change their view of the situation. With mid-term approaching, I would encourage the student to reflect on all of the hard work they have already put into class and highlight areas of growth. It is likely that growth will continue if the student puts time and energy into learning rather than worrying about failure. I would communicate that the failure the student has already experienced does not define them, nor does it have to be the final outcome of the class. While I would still emphasize that the student needs to work hard in order to succeed, I would focus on the value of learning rather than the final grade.

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While I would stand firm on not changing the grade because of the protesting, I would allow the student the opportunity to demonstrate to me that he indeed knows the content. This could be through a retake of a similar exam or demonstrating fixing mistakes and getting right answers. Extra credit is not needed if the student can demonstrate mastery of the content to me and students should be allowed to demonstrate mastery after a test has been given (time frame within reason).

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First off, no matter what age you are, it takes a lot of courage to talk to the teacher about your grade, especially if you are failing or close to failing. I would give this student massive amounts of praise for being responsible and courageous to come talk to me about his grade. I would express my appreciation for how hard he has been working and even though his efforts are displaying the grade he wants, we will figure something out together. The student and I could then sit down together to discuss topics he doesn't understand or finds difficult. We would then figure out a way for the student to display his knowledge of the topics we have covered in the first part of the semester or the ones he didn't understand. This may be through a verbal question and answer, retaking a whole test or just parts of it, extra-credit, completing a project of his choice, etc. There are many different ways for this student to show me what he has learned, and I would give him the choice as to how he would want to do that. Giving him the choice will make him more engaged and motivated to do well. Even though his grade doesn’t show it, I am sure there has been growth with all of the effort he has put into the class. I would remind him that just because his grade is an “F” doesn’t mean he will never be able to get to that “C” or “A” he wants. If he continues to have a positive attitude and preserve through challenges, he can get that grade if he sets his mind to it.

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Being allowed to fix mistakes is something that should be allowed because it should promote growth mindset; however, this student is wanting to fix his mistakes for the wrong reasons. He is doing it for the grade which is the student being focused on the outcome. The teacher needs to do a better job of creating an environment where mistakes are okay and show that there is more learning to take place yet. If I were this teacher, I would allow the student to fix the mistakes made. I'm not sure what I would do as far as a grade though. Does changing the grade promote a growth mindset because the student is fixing mistakes or am I only encouraging a fixed mindset?

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In this scenario I feel as though the teacher is creating fixed mindsets in students by not allowing a student to retake or fix mistakes. I believe it is important for students to have a chance to fix their mistakes as this enhances their personal learning and growth. It also allows for students to gain confidence in themselves and allows for growth mindset beliefs. It is important for educators to encourage perseverance in the face of setbacks so that when students enter the work force they are equip with the tools needed to achieve success even in the face of failure. Allowing students to retake or fix mistakes is just one way teachers can instill growth mindset beliefs in students which in turn, they can carry with them throughout their life.

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If the teacher has set the class expectation that there are no retakes than the student should not be able to retake the test, but I think the teacher should reevaluate that expectation. I think it is important for students to be able to retake a test that they did not do well on. If a student is wanting to retake a test that means that they are willing to take it again and work harder the second time. It is important to listen to students in situations like this. I also feel that it is important to allow students to make corrections to their tests. If a student gets a problem wrong on the first day of the test they should be able to go back and work through their answer again the second day, they may have thought more about it and realized what they did wrong. Overall, I think it is important to give students a chance to retake a test or make corrections to a test because just giving them a grade is creating a fixed mindset in them that the grade they get is it and it does not give them a chance to learn from their mistakes.

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In this scenario, I would make sure to show my support for the student. Showing them that I want them to succeed as well. I would also acknowledge to the student how much I have noticed the effort that they have put in. After that the teacher can look with the student on ways they can work on raising the grade. It could be redos on assignments, extra credit work (building on the important concepts), etc. The main point is to show the student that you support them growing and recognize the hard work that they have put in.

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Oh this feels like an opening to work with the student to see the growth they are making because of their hard work instead of just focusing on the final grade. If this is a student that is truly working hard and you are seeing the effort they are putting forth a growth mindset approach, in my opinion, is to find a way to reward that effort. Although we must grade according to a predetermined scale, I think this teacher could easily find a way to help the student demonstrate their growth and development in the class to help push their final grade to a spot more reflective of their effort in the class. This is also a time to examine famous "failures" in society and how that moment in time didn't define their overall growth and development. Maybe as the teacher, you can ask students to grade themselves in the class and to justify why they feel they deserve that grade in relationship to their effort, growth as a learner, and overall performance. This project and reflection could be a way of allowing you, as the instructor, to reward their effort not just their final project. I do fear that students who voice that they just have to pass are on the brink of falling into a fixed mindset pattern that their effort isn't always worth it when the final grade doesn't reflect their dedication and hard work.

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I would start by assuring the student that I also want them to pass the class, so we can work as a team on that.  Since they’ve been working very hard, it’s likely that they’ve shown growth.  Together we can look at what needs to happen to raise the grade to passing.  It’s important to emphasize all the work they’ve already done and all the learning that’s already happened to get them to this point.  They might not be to passing yet, but with a little more effort they can persevere and get there.

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Looking at this I would say that the teacher would have the student retake the test. Also the student should come on and meet with the teacher to go over what went wrong with the first test. Maybe the stduent was just having a bad day. There also could be other options for that student to show their knowledge. They could write a report, do a verbal presentation, make a slide show. I do think that having them re-take the test would be the best way to evaluate what they actually know. It seems really out of the ordinary that a student wouldn't be able to retake a test.

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This would never happen in my classroom because retaking tests is always an option. It is funny that the student is showing more of a growth mindset than the teacher. A conversation would need to be had between student and teacher to find out what went wrong with the test. Why did the student do so poorly? Was it behavior related? Did the student not put in effort during the learning process? Did the student not study? Or was it related to lack of readiness? Or maybe it was a combination of both. No matter what, teachers need to convey to their students that doing the learning/becoming proficient is the priority. By not allowing a retake, the teacher is basically sending the message that it is okay to not do the learning and they don’t care if their student reaches proficiency. I do agree with the element of no extra credit. If students are allowed reattempts at showing what they’ve learned on assessments, then there really is no need for extra credit. In conclusion, the teacher must change their attitude and see a retake as an opportunity for the student to actually do the learning and become proficient, which would follow a growth mindset.

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This is a tricky situation, mainly because it sounds like the teacher is pretty set on not giving the student an option to retest or get extra credit. It is evident that the teacher has a fixed mindset and doesn’t want to give his students the opportunity to learn and grow from their mistakes. If I were put in this situation, I would sit down with the student to discuss his frustrations and go over parts of the test that he found difficult. I would make a different version of the test and offer the chance to retake it. I would also give him the option to take the test a different way, possibly having it read to him, or doing it all verbally. Some students have really bad testing anxiety and it can put them at ease to do it a different way. I think it is enormously essential to have students learn from the mistakes they make. It is also significant that we make sure our students have that growth mindset. If he got an “F” on his test, it is important to remind him that he can still learn it, even if he doesn’t know it YET.

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First off, I feel lucky that at the elementary level we do not use the ABCDF grading system. We use a number system; 4= above grade level, 3=grade level, 2=not quite grade level, 1= well below grade level. The grades are also based on rubrics that provide specific criteria for grading. In this situation I would want to make sure that it was clearly stated previously that there are no make ups or extra credit. At this point the conversation with the student needs to include the restatement of that and a rational as to why that is the policy. I do think that time needs to be given for the students and teacher to sit down and reflect on the grade that was given. The teacher needs to provide the appropriate feedback as to why the test was marked as “F”. This open conversation needs a space for the student to explain why they believe they deserve a different grade. The student may need to be encouraged to write out their rationale or maybe you need to have them speak with a different staff member to help the student articulate their thoughts. By listening to each other and discussing feedback both parties may see how things can be better moving forward. Perhaps the teacher needs to make some adjustments to the test and the student needs to slow down and take more time, or take the opportunity to review better before the test.

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Unfortunately, the teacher in this week’s scenario is displaying a fixed mindset to his and her students. I think back to our third week of the course when we were beginning to learn about the difference between a fixed mindset and a growth mindset. Trevor Ragan, a motivational speaker on learning and development, emphasizes effort, challenges, mistakes and feedback are four key factors a part of a growth mindset. In this scenario, the student is displaying all four characteristics; let’s unpack them:

Effort: The student is displaying a great amount of effort by reflecting upon his learning. The student is not satisfied with his test score, so he has decided to take a leap of faith and try again.

Challenges: The student initially might have found the content difficult, did not prepare for the exam, or did not take the test seriously the first time. In this case, the student is willing to accept the challenge and persevere through his learning.

Mistakes: We don’t know for sure why the student failed the test. However, during the conversation about re-taking the test, correcting mistakes, or completing some sort of other assignment that demonstrates learning, I would like to know more about the student’s situation and discuss how he can better prepare for the next exam.

Feedback: The feedback the student receives from the instructor is short, cold, and instigates the opportunity for the student to develop a fixed mindset in his learning. (AH!) On the contrary, the teacher needs to provide concrete, constructive feedback that reflects a growth mindset.

Going Forward: Lastly, here is a great (quick read) resource I found about how the teacher can reflect on her practices to ensure she is providing all students with the opportunity to succeed in her classroom.

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In this scenario, the teacher is the one displaying the fixed mindset. Having a no-retake policy hinders students growth as it does not improve growth mindset skills because students have a hard time learning from their mistakes if not given a chance to fix it and improve from it. It seems to me that a lot of pressure might be put on tests in the class which can also cause unnecessary stress for students, especially in our EL and SPED population. Creating an assessment that can help capture a students grasp of the concepts without adding pressure is key and one way to do that is by giving students a choice on how they can display their understanding such as through a video, drawing, comic book, etc. Then having them verbal walk through their creation can be helpful for assessments.

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I would explain to the student that rather than asking for extra credit, it is better to work on correcting and improving learning on the concepts from the test.  In my district, there is policy to allow retakes.  Depending on the assessment, this will look differently.  I would ask the student to spend some time working with me before or after school or if there he finishes another assignment early and has extra worktime in class.  I would help the student to work through some of the issues that caused him to fail before. Then if the assessment was a paper or presentation, the student could use what we discussed to redo the assessment.  If it was a test, I might ask for an alternative assessment where the student reflects through writing about what they’ve learned and then retake a different version of the test.

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Having a policy of “no re-takes or extra credit” can really hinder students' ability to learn and also stretch their growth mindset. It appears that this teacher is also working from a very fixed mindset. By having a growth mindset in this situation would allow the teacher to see the students at their full potential. Working with struggling students, finding out where there may be a communication breakdown and together to find ways to improve retention and understanding. This may not have to be in the form of a retest or extra credit, by working with the students individually and looking at the circumstances that may have led up to the failing grade other options for earning a higher more appropriate grade may arise.

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It is clear that this teacher is in a fixed state of mindset about this student and possibly all of his students. It seems that they are putting all the blame of the "F" grade onto the student and doing zero self reflection on why that student got an "F". I would take a moment to review the test with the student. Ask him which areas he found the most difficult. I would bring up the ways the test topics were discussed in the weeks leading up to the test and see which activities were not working for this student. I would encourage the student to talk to me and let me know along the way if the way I am teaching something to him isn't making sense. I would take a lunch period with this student and review some of the topics with him, then let him re-take the exam after he shows signs of better understanding.

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The teacher is clearly in a fixed mindset because there is only one chance, and way, to show mastery. I’m proud of the student for asking for another opportunity to his/her show learning. The teacher should allow the student to take another test (or correct wrong answers and explain why it the answer is now correct), do a project to show learning (like recording lessons as a teacher), or another activity show mastery.  When students only have once chance to succeed at something, a failure will lead them to a fixed mindset. However, if they have multiple chances to show their learning, and are praised for their effort and determination, they will develop a growth mindset.

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This teacher is not having a growth mindset. They do not want the student to learn from their mistakes. To help this teacher foster a growth mindset, I would recommend allowing the student to retake the exam or correct the ones he got wrong. This allows the student to learn and grow from their mistakes. I think it is also important for the teacher to assess why this student got an F. Was the student absent and never fully caught up on the information? Did the student not receive help when he needed it? Was differentiation present, so the student had the opportunity to learn the way that he does best? As well as changing the grading practices, I think that the teacher needs to look at themselves as well and find the reason they didn't do well. The teacher could be the cause for the failing grade as much as the student could be.

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First, I think the teacher needs to re-evaluate their grading philosophy. This very firm stance on make up tests and grades does nothing to foster a growth mindset. In this situation, both the teacher and the student are coming from a very fixed mindset place. From a student perspective, knowing that you have zero chance of getting better on a test or assignment would be so defeating. I am not suggesting giving the student a chance to redo every test, but there should be more room for conversation, reflection and improvement. That is what learning is all about. I do think we are forcing a bit of a fixed mindset on our high school learners. Most of them want the good grade because it leads to a higher GPA, which leads to better college acceptance and more financial gain through scholarships. When my son was applying to colleges, there was not much on the applications that celebrated a growth mindset. I find that sad. I can see why the student in the above situation would be upset. The best option, when faced with such a fixed mindset teacher, is to use the opportunity and grow from it. Use it as a reminder that you do not always get your way and you still need to carry on. Learn from it and move on, doing better the next time.

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I disagree with the teacher's handling of this situation for many reasons. First and foremost the student is showing initiative in asking for additional credit or how they can change the grade. By saying no the teacher is sending the message that redos and learning from mistakes is not celebrated or accepted in this classroom environment. This will have a lasting impact for the student and their willingness to advocate for additional learning in future situations. Secondly, when the teacher gave the failing grade, I feel as if the teacher should have set up time to meet with the student about the grade before the test is returned, even asking the student how they felt about the test before showing them the grade would allow insight into the students mental state, preparedness, and focus during the test. This could have defused the frustration that was expressed after the returned grade. If the student is able to express that they didn't feel ready to complete the task or other situations, the teacher could offer options to the student such as retaking the test, or suggested extra credit options before returning the final grade to the student. I know as a teacher we can take a failing grade personally or be frustrated with a student to fail what we feel is a test of what they should know. If we instead look at it as an examination of what we need to do a better job of teaching or that students may be working through outside situations that are influencing their ability to access the knowledge that they have. This allows us to use these situations as a learning experience for us and the students we teach.

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Roll up your sleeves, there’s a lot that needs to be fixed in this scenario.  First and foremost - this notion of only one shot at an assessment flies in the face of what we know about a growth mindset classroom.  Students do not learn to a timetable.  If a student can show that they have learned, that they have mastered the content, then their grade should reflect that - regardless of the teacher’s time estimates.  I would also advocate moving away from tests and more towards projects that require students to apply their knowledge to new and unique settings (preferably with an eye towards solving a problem).  This shift means that a teacher would be able to give meaningful feedback about the project, and give the student something to focus on for improvement - rather than a numerical score.  Redoing a project (or in this case revising) is much more reasonable for the student, easier ultimately for the teacher, and mirrors real world experiences where a person would need to go back and work on a project until it is satisfactorily completed.  To just dismiss the student’s score and walk away from the learning invites apathy and trains our students to give up when they “fail” instead of picking themselves back up, dusting themselves off, and giving it another go.  So, I would recommend this teacher moves to project based assessments, allows for redos/revisions, and encourages students to keep at something until they’ve mastered it.

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Enforcing the policy that there are no make-ups or additional work that can be completed shuts down student learning. I would change this scenario by discussing with the student that while the “F” demonstrates a current lack of understanding, it is not the final outcome. He should be given an additional opportunity to improve his grade and show increased understanding of the material. Of course, he would have to do some work to demonstrate he is more prepared after initially failing. There are multiple factors that could be at play as to why the student failed the test that day. It would be important to hear the student out and validate his concerns, while providing encouragement that he can improve in the future. I would likely provide a retake opportunity in a different format from the original test. Sometimes even having an individual conversation with a student starts to demonstrate a more clear understanding. The relationship with that student would completely shut down if the teacher is not willing to be flexible and discuss a future opportunity for growth. 

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I have had situations similar to events that were described in this scenario.  When the student is adamant about me changing his grade or allowing him to retake the test, I would certainly tell him that I am not going to give him a grade that he hasn’t earned.  That is plain and simple.  As far as letting the student retake, I would propose a challenge to the student.  It appears as though the student did not prepare for the test as they should have.  I would try to tell the students that our poor decisions or lack of preparation do have consequences.  I would then tell the student that I have a deal for them.  For the next chapter (about 2 weeks long), I want to see a change.  I want to see a student who is listening and taking notes during class, a student who completes all the assignments on the due date, and that the student ask questions when they need.  If they can do that for 2 weeks, then they can retake the chapter test that they did not do so well on.  I feel this approach embodies the characteristics that were discussed in this weeks modules as it gives them a challenge to embrace as well as gives them a specific timeline to persevere and make a change in attitude.

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I would first thank them for coming to talk to me so that they feel comfortable in this situation. I would reinforce the fact that I have noticed them working hard and praise them for their effort. I would ask them what they aren't understanding to see how I can help, guide, or find them resources so they can be successful moving forward. If they are unsure of how to move forward I would give them the support they need and help steer them in the right direction. I would leave them with a plan which supports them in focusing on the learning and not the grade, assuring them if they do that they will be successful and a passing grade as a result.

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I would first visit with the student and hear them out. Did they misinterpret something or missed studying certain material? Did they have something on their mind that prevented them from concentrating? Or did they just drop the ball hoping they would pass? So depending on our conversation I would respond differently. If they worked hard through the chapter and studied for the test I would give this person some way to either fix or retake the test. I believe if we truly have a growth mindset we will find a way for all students to succeed.

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I would acknowledge the hard work they have done throughout the course so far and focus on the learning that needs to take place for them to earn a passing grade. I would sit down with them and set goals for them to accomplish to show their understanding and earn a passing grade. Since they have been working hard and in danger of failing I would look to see if any modifications would be appropriate. In doing this I would also make sure that their grade was reflective of their learning and not low due to a lack of executive functioning skills. If I determined it was executive functioning, this is where modifications could be made. If it was the learning, I would offer extra help and alternative assessments of their understanding. Finally, I would focus on cultivating a growth mindset to help the student preserve through the work they need to do using the power of 'yet' to remind them we will get there!

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An important piece to a growth mindset culture and building perseverance and resilience in kids is to put the emphasis on the learning and the challenges of learning. In this scenario the emphasis seems to be on the grade and if this grade stands the learning stops and in my opinion the teacher has failed the student. I would not however simply change the grade, but instead focus on the opportunity for this students to continue to learn and show evidence of it in an alternative way.

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This is not a good situation.  I wonder what is causing Mrs. Johnson to suspect the other students of cheating and if looking at their test results shows that to be true?  I also wonder if these students have a habit of cheating or if they feel pressured to perform on this assessment in particular.  This is a conversation she should have with her students as well.  In her situation, I would really consider how the assessment could be restructured to include more application and reflection, which also makes cheating more difficult.  With concerns about widespread cheating, re-assessing the whole class might be very useful.  It would also provide an opportunity for Mrs. Johnson to reteach and focus on the value of individual growth and learning.  Hopefully this could also be an opportunity for introspection amongst the students so that they can feel the accomplishment that comes with true learning versus simple cheating.

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If Mrs. Johnson feels as though many students are cheating on an assessment I feel she should probably reassess her students needs and where they are with understanding the content. I also feel as though Mrs. Johnson should check in with the culture of her classroom. Speaking with the students she feels are cheating about growth mindset and their own personal growth in the class might be beneficial.

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I think the teacher needs to reflect on how her lessons have gone and the review lesson (if there was one). If only one student is cheating, then I think that the teacher needs to have a conversation with the individual. Since there are a lot of students that she thinks are cheating, then she needs to reflect on her teaching. I think either way (one student or many) she needs to have a conversation about cheating. This reminds me of the student that wanted a couple extra credit points because she thought her score wasn't good enough. It sounds like the students are too focused on the outcome rather than the process. I also think that she probably set up her classroom environment to be that way because if she set it up to where kids can fix mistakes and where mistakes are celebrated, I would assume there would be less cheating. I think this falls more on the teachers shoulders rather than the students.

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Suspicion of cheating is a tricky situation to be in! My first initial inquiries are as follows: What are the expectations during quizzes/tests in Mrs. Johnson’s classroom? What kind of relationship does Mrs. Johnson have with the student who she thinks is cheating? Does Mrs. Johnson circulate during quizzes/tests, or does she sit at her desk? Have consequences been established for cheating? Why does Mrs. Johnson assume said student and others are trying to cheat? Did Mrs. Johnson review the material/give opportunities for students to receive feedback about their learning?

Assuming that Mrs. Johnson has laid out clear expectations, circulates the room during exams, and has a positive relationship with her students, I would begin by observing the student to actually see if he/she is cheating. Then, if said student was looking at material or chatting with a neighbor, I would quietly walk over to the student and inquire about their behavior. I would first begin by asking the student how they are doing? Next, I would  ask if they felt the review lesson from the previous day was successful for the student? Lastly, I would ask why the student had the text out, or were talking to their neighbor? It is not fair to assume that the student and other students are cheating if Mrs. Johnson has no concrete proof. In short, establishing a classroom with clear expectations, routines, and follow-through in behavior will result in positive outcomes for both the students and Mrs. Johnson.

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I'm a pretty strong believer in allowing students to retake tests or have an alternate assessment in order to improve grades. The student in this example is what we should want students to be like, excited to show off what they know! I'm often disappointed as a teacher when students receive a grade and accept it rather than inquire about what they can do to improve. I believe that retakes go hand in hand with growth mindset. The student who received a F may not have mastered the content yet, but if they work hard and master it at a later date their grade should reflect that.

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This is interesting. If the students are indeed cheating in the numbers that she thinks are, then it seems that the values in the class are centered around getting things right the first time. I think that Mrs. Johnson needs to step back and look at the attitudes that she is conveying to students in the class about getting wrong answers. It seems that students don't have a growth mindset and feel the need to cheat in order to get the grade rather than make mistakes along the way to learn and get a good grade as a result of learning from mistakes. Going down another rabbit hole, another thing to look at would be that retake grading policy may not be aligned with growth mindset and students may not get full credit for the learning that occurs after the initial test.

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This is a difficult situation to be in. I was in a situation like this last year with my partner teachers child, which made it even worse. The first thing I would suggest is to talk to the students who she suspects might be cheating. Mrs. Johnson should have a conversation with them about if they were cheating and make sure that they know that they need to tell the truth or they can get into a lot more trouble if they are caught lying. It is important for students to feel that they can tell the truth even if they will get in trouble for their actions, but to know that they consequence can be so much worse if they are caught lying. Whether the students says that they were cheating or not from this point on Mrs. Johnson should make sure that she is up and walking around through majority of the testing time in the classroom or at least make sure that she is looking up from what ever she is doing so that students know she is watching and is aware of what is going on. It is also important for her to have conversation with the whole class to discuss the cheating that may be going on and discuss the consequences that go along with cheating.

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I think Mrs. Johnson should reflect on her thinking afrter she sees a student cheating on the exam before she assumes others are also cheating while she is not lookiong. If is suspected this, I would possibly pause the exam (I would hopefully have done this prior to the exam and prior to previous exams), and without calling any individuals out, go over the importance of doing your own work. I would explain that if you do your best and get some answers wrong, that just shows me what I need to work on or focus on in the future. That I am never going to be upset as long as you do your own work and give your best effort. I would say that I would get dissapointed if I found out that you were not doing your own work as you are not growing as a student.

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My first thought is to analyze the belief that the student or students are cheating. First: state what is being observed. Second: why does this behavior suggest cheating? Next: could it mean something else? Last: is there a reason that students might be cheating? Is the exam too difficult? Are the directions not clear? (Example: If the observed behavior is that students are talking and the expectation is that they need to be quiet. This suggests cheating because they could be giving each other answers. Another possibility, do students need to share materials. It also may be that students are finding it hard to understand the directions, or to read the questions. Is the academic language of the exam getting in the way and students are trying to help each other.) Once these questions are considered and briefly answered, it might be time to speak with students. Go over to them, stand to the side and in a private voice ask them if they need help with the questions, or if they can explain the answers to you. As the teacher takes a closure look at the students work they might confirm that there is cheating taking place. Then there needs to be individual conversations away from the whole group. Explaining what the teacher observed and why that led them to believe they were cheating. This is a time to express feelings and give a chance for students to share what they were feeling and why they were cheating. With an open conversation strategies can be worked out so that cheating is not needed the next time there is an exam.

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I think this would be a great opportunity to give a different type of assesment so student can prove they know what they know. If several students were appearing to be cheating I would also review what we had done to see if it was how I had taught them and did they actually understand what was being taught. Assessments are meant to trick students, they should be to make sure you actually taught the material in a way they understand.

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If there are a number of students trying to cheat Mrs. Johnson should probably reassess her classroom culture and reflect whether she covered the material being tested. I would then visit with these students and remind them of our growth mindset lessons and culture we have created. I would remind them it's not about the grades, but your growth and I would find alternatives ways of assessing their knowledge throughout the learning process.

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If it is suspected that many students are cheating Mrs. Johnson should take a look at her assessment and also the opportunities the students had for acquisition, meaning making and transfer of the knowledge, skill and understandings prior to the assessment. Mrs. Johnson should use formative assessment where students reflect and explain/communicate their understandings prior to a summative assessment so the learning has already taken place. She should know where their misconceptions were, given feedback and opportunities to re-do to ensure understanding. This also puts the emphasis on the learning and not on the grade, which would hopefully change the culture of the class.

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Mrs. Johnson should approach this situation in private with this student. She should come to the conversation with a tone that is not accusing the student. She should ask why the student felt like they needed to cheat. From that point, find a solution to help that student.

After the cheating with the one student is addressed, Mrs. Johnson should take a look at her classroom environment, if there is a cheating issue. To me it sounds like students feel pressured to get the right answers. It also does not sound like there is an opportunity to correct the mistakes made. I think it would be very beneficial for Mrs. Johnson to let students retake the quiz or make quiz corrections. This way students are able to work through their mistakes and learn from them. This would change her fixed mindset into a growth mindset.

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If I was Mrs. Johnson and I noticed a student cheating on a test, I would try to have a conversation with the student in private. Having a conversation and asking why they felt like they needed to cheat might give you insight in your practices in your classroom and how they effect the culture. If more than one student is cheating, I think it is time to look at your culture in your classroom. Usually if a student feels the need to cheat, they don't want a bad grade. Creating a growth mindset culture early can help students understand that learning is a process and we can learn from our failures, even bad scores on a test. Create an environment of trust and understanding and that can lead to more confidence and less of a stress towards getting a good grade on a test.

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If Mrs. Johnson believes a student is cheating, she should have a conversation with that student in private. When she talks with the student, she should approach the situation from a place of caring. She should try and figure out if the student was cheating, and if he/she was, why did it happen. Did the student not study, didn’t want a bad grade, or was afraid of looking dumb? If the student has a fixed mindset, then she needs to help her students develop a growth mindset, especially in regards to exams as an opportunity for learning. Mrs. Johnson should also look at how she is approaching tests in her classroom. Are tests the end all way to influence a grade? Are students allowed to fix mistakes and show learning after the test? Is she only praising students for a good score instead of celebrating the growth they have made? Once she reflects, she should start changing her response to test scores. If she starts allowing student to show learning from mistakes, attempting the test again at a later date, or another way to show learning, maybe students wouldn’t feel so much pressure and resort to cheating. Hopefully, with these changes, her students will develop a growth mindset and be ok with making mistakes because they know they will learn from mistakes.

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It sounds like many students in Mrs. Johnson's class are looking to cheat during exams. This tells me that there might be a lot of pressure in Mrs. Johnson's class about the final grade on tests. Instead of having a classroom culture that encourages students to try their best and know that failure may happen, Mrs. Johnson's culture seems to put a lot of pressure on test scores. I think the best thing Mrs. Johnson can do is to try and improve the classroom culture. She can have more discussions with students individually about their goals and areas she would like to see growth. Feedback could also be improved, where students don't just get back a letter grade but rather get comments that praise growth and hard work. Once students recognize that learning may take time and failure may happen, they are less likely to feel pressured to cheat.

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In this scenario, my first thought is to look into the why behind the cheating before address the behavior of cheating. In my experience, students will lean into that coping skill of using other peoples knowledge instead of being able to show what they don't know because they don't feel comfortable in that environment to be vulnerable. It may not even be the classroom environment that is causing them to not feel comfortable. The pressure may be coming from somewhere else first. I think it is important for Mrs. Johnson to not shame the choice in the moment. When I have had students who rely on other people's knowledge instead of their own, I have found power in find another way for them to share their knowledge that doesn't come in the form of a test or paper pencil task. As a recovered test anxiety sufferer I know the pressure that this environment can cause for a student. If students are given choice in how they demonstrate their knowledge, Mrs. Johnson may find that the cheating she is frustrated with goes away. This will allow her to see if the cheating is caused by a lack of knowledge or a lack of test taking skill. I do believe that she needs to address the cheating choices in a growth mindset manner with her entire class. It may come in a form of a classroom meeting that focuses on the emotions and feelings that may cause anyone to want to cheat instead of showing knowledge deficit. This helps to eliminate shaming of one student while still addressing classroom expectations. I think the bottom line is remembering that there is a function behind the behavior and when you discover the function, you need to accommodate for it and teach and reward appropriate replacement behaviors.

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This scenario brings me back to one of the studies we read about or saw in a video where students would rather cheat than get a failing grade. This is obviously an issue. The first problem is that the students (if they really are cheating) feel the need to cheat. This tells me they aren’t prepared for the assessment or that they don’t really care about or find the learning valuable. That could be the case for many reasons, but it seems to indicate the teacher may be out of touch on her students’ readiness. Another thing I thought of is that if a student is cheating, they might believe this is their only chance at passing the test? I wonder what the retake/redo policies are in Mrs. Johnson’s classroom. I would say that what needs to happen is a conversation about learning and effort and second (or more) chances in order to show mastery or proficiency. It is super easy to fall into the trap of rushing through content in order to “get through” everything, but there’s no benefit if our students don’t understand it or learn it at that speed. Mrs. Johnson needs to figure out why the students are cheating and then help the students either find importance/value in the learning so they will become more engaged and put more effort in, or provide more chances to show learning so that assessments aren’t seen as such a high stakes game.

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Initially, I would have a private conversation with the student believed to be cheating. If it was determined that the student had in fact cheated, I would still provide an opportunity for that student to complete a different version of the exam. Of course, I would also want to discuss the implications behind that student’s decision and acknowledge that there are consequences for making that choice. However, it should not impact the learning process. Students will inevitably make mistakes and despite cheating, they deserve to demonstrate their actual understanding. In addressing the entire class, I would emphasize that failure and answering questions incorrectly is part of the learning process. Cheating is not a long-term solution. I would also review the relearning opportunities that all students have in class. Knowing that the exam is not necessarily the final outcome may decrease the desire to cheat in the first place. Overall, instilling a growth mindset would hopefully help reduce the amount of cheating that is occurring.

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This is certainly a scenario that I have dealt with several times in my career and will undoubtedly encounter again.  I think that students often cheat when they are fearful to look "dumb".  They are concerned about what they learn, but only in the grade they achieve.  These are characteristics of the fixed mindset.  We need to be communicating to our students that it is okay to not understand a concept.  The idea of "yet" is what we need to be telling them.  For this reason, I think that retake tests need to be an option for students so that they still are obligated to learn the required material.

Another thing the teacher can try is to not always have assessments that are paper and pencil tests. More authentic assessments that are shared with others besides the teacher often produce more learning and eliminates the ability for students to cheat.

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Cheating can be an indication of several possible problems.  Potential Problem #1 - Fixed Mindset. A student who cheats may be doing so because of a fixed mindset. When you're consumed in a fixed mindset you are more interested in looking smart than getting smart.  This can drive students to turn to cheating to achieve that end.  A solution to that would be to always offer redos and retakes for students to show what they know. This can help promote learning from mistakes. If I were this teacher I would INSIST on a redo for kids who cheat. The consequence for not doing the work is... doing the work.  ;)

Potential Problem #2 - Student disengagement. If students feel like they're jumping through hoops for the benefit of no one but the teacher they can turn to cheating to reach that end.  One of the resources this week talked about having an authentic audience for student work. This can help to grow motivation, engagement and "buy in" from students.  It is also more difficult to cheat at a project based, authentic assessment than a simple test.  This could help to prevent/minimize cheating as well.

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This is a tricky one. First, it is important to think about the SEL needs of our learners first. Mrs.Johnson needs to make sure she does not call anyone out in front of their peers. She will probably need to scrape the data from that assessment and assess again in a more open ended question kind a way. Perhaps a short answer or writing assignment that would make it harder to cheat on. Lastly, she could address the students she is concerned with in private and allow them the opportunity to explain their behaviors. Let them know that if they are struggling, it is her job to help them.

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There are so many approaches to resolving this situation. As an elementary art teacher I would observe the class closely for the rest of the test. If it looked like there was only the one student having trouble I would take actions to help this student. Either individually or review certain topics as a class. If this looked to be a chronic problem or that more than a couple students were struggling, I would start to reteach and take actions to address the cheating issue. This may include a class discussion and brainstorming session as a group to come up with ideas for sharing times when they continuing questions or don’t understand what has been taught. Focusing on SEL measures so that all students feel safe sharing without judgement.

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First of all, I would commend the student's effort to come in and ask for help. The student is using a growth mindset to seek out help. I would try and help them refocus on the goal of learning (rather than merely passing/grade). I would ask the student to identify concepts they believe they have mastered and give the student some effort-based praise. Then we would need to figure out the challenging topics they haven't mastered "yet" and some strategies to help the student proceed to mastery.

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Mr. Smith is likely very comfortable with his lecturing teaching style since it probably matches how he was taught and how he learns best.  Since his students’ feedback is clear that the lecture style isn’t working for them, Mr. Smith needs to make some adjustments.  He might consider including more visual or hands-on learning to support students from other linguistic backgrounds.  He should also try to learn about his students’ different cultures to understand teaching styles that are compatible with those cultural backgrounds.  Variety is always helpful since what works for some students won’t always work for everyone.  Students can learn from teaching that doesn’t fit their style exactly, but they’ll learn best from teachers who try to customize their strategies to fit their students.

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This is a situation where the teacher has to listen to his students and then reflect on his lessons. Especially in today's generation of kids, teachers are going to have to start coming up with different ways to teach and we will need to include more technology. Finding ways to have kids to work collaboratively could also be beneficial because sometimes, kids understand how other kids teach things. I think it is extremely important for the teacher to self reflect about his teaching and his students, and then make changes. This would show that the teacher has a growth mindset and that he is always trying to get better.

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This one is extremely hard to respond to. I think it would depend on the grade level and also who is cheating. If it is someone who isn’t as strong in that subject, I would quietly walk over to them and ask if they need any help. I would try to keep it on the down low, so it doesn’t’ look like a big deal. I would maybe suggest they do the ones they know first to build their confidence up, then go back and do their best to answer the hard ones. If I need to, I would bring that student to my desk and give them more individual help if needed. If it was my strongest student, I would walk over to them and quietly ask them if I can assist them in any way and remind them to do their best. I would definitely take time to reflect on my own teaching, I obviously did not do my best job at teaching that content if my strongest student doesn’t understand it. If it were multiple people or the entire class, I would collect the tests that day. We would discuss cheating as a whole, not just on tests, but in life as well. I would then take time to reteach the content in a different way and complete a review activity prior to the test so the information is fresh in their brains. I would then give the test out when I believe the students are ready, even if it doesn’t line up with what I had planned for the week. Before the test, I would remind the students that I want them to put forth their best effort and that this test is for them to show me what they know. 

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I would listen to my students concerns and adjust my teaching style. Transitioning into a more student centered approach to the learning would create an environment in which students can work together and learn from their peers. This approach will also help build on language skills for students as they have to work with students at various levels. By having a student centered approach, you can also have more of an opportunity to help students with misunderstandings without pressure of speaking and asking a question in front of the whole class if that student doesn't feel comfortable enough with the language yet.

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One way to switch this to a growth mindset would be for the instructor to rethink the policy on no retakes. If a student hasn't mastered the content yet then the instructor should have a plan/process for how the student can demonstrate mastery. I think that on the students side of things, a conversation about advocating for themself prior to the exam and seeking out extra support on topics they haven't mastered yet is in order. Or, perhaps the student feels like they had learned the material but their performance didn't reflect their learning and they need a new way to demonstrate it. I think a conversation with the student would help sort out the root cause of the frustration.

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If I were this teacher I would listen to what my students are saying and use strategies to create a more student centered classroom. I would use strategies such as turn and talk to give students some voice to increase their engagement and hear their thoughts. I also liked the idea of write , pair, and share. As they are writing I would be able to walk around and see their thoughts. It would also give me the opportunity to see who is struggling and provide some scaffolding to give them support.

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I would implement strategies to promote a student centered classroom and opportunities for student talk and the practice of metacognition. In addition, since it is a classroom with a great deal of diversity, I would spend time on community building to create a classroom culture of inclusion and acceptance. The pair and square strategy from key characteristic #9 would be a great place to start to accomplish all of the above. Students would be assigned a partner and then another pair for discussion and conversations about learning topics. They could introduce themselves, get the correct pronunciation and pronoun of their group members and learn something about each they cannot see. After sometime they are reassigned to work with and meet new people after thanking and sharing the best moment with their current partner. This creates a feeling of 'you matter' and appreciation of each other. The pairs and quads (squares) created a safe and comfortable space for student talk and with some direction from the teacher though questions and protocols of who goes first, all students voices would have a chance to be heard.

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I do not blame the students for not being very interested in his class.  While direct instruction may be efficient, it does not work well for long periods of time.  I would suggest to Mr. Smith that he incorporate more activity into his lessons.  Young students are often tactile learners.  They learn with their sense.  The more they can see, touch, hear, taste, and smell, the more they will learn.  I would also encourage Mr. Smith to give students more opportunity to talk.  The students are having a hard time understanding Mr. Smith.  Studies show that students retain more information when they have to verbalize it.  Also, the students who are listening to their classmates may be able to better understand them than Mr. Smith.  I would also tell Mr. Smith to involve more opportunity for the students to foster a growth mindset.  Have activities where students need to make mistakes and learn from them to reach mastery of the content.

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The first step is to work on building a better relationship with the students. They need to get to know each other better. Who they are, where they come from and what is important to them. The next step is to start incorporating different teaching methods and resources into the classroom. This is where working with a fellow teacher, instructional coach or administrator would be appropriate. Something needs to change and it doesn’t need to be a drastic change. The students will respond to even a small change and that can be the most beneficial thing. They will see that the teacher is trying. He has heard their complaints. This is a real life model for growth mindset. Students will be on the journey with their teacher as he develops a growth mindset.

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I first and foremost think it is important for Mr. Smith to build upon his cultural competency and research and learn more about the students different ethnic and linguistic cultural backgrounds in his classroom. He would then be better equipped to develop lessons/activities which focus on his students needs and interests allowing for more students understanding and engagement. I also think it would be helpful for Mr. Smith to use less lecturing time and instead pose open ended questions where students could explore in an inquiry based learning environment.

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I would start by sitting down and reevaluating how I am teaching. If my students are telling me that they are having a hard time understanding me and are not able to follow my logic than I need to make a change. I would start by giving my students a survey or a questionnaire to gain an understanding of how my students feel they learn the best. I would use the answer from this survey to guide my future instruction. Taking what my students have told me and trying to implement pieces of each into every lesson would be what is most beneficial for all students, but may not be possible to hit every need in a single lesson. As I am working with students in small groups or one-on-one I need to remember what they had stated as their ideal way of learning and make sure to adjust to them individually if possible during small group work. After a week or so I would give students another survey to evaluate how I they feel I have been doing. I feel it is extremely important to get student feedback to make sure they know their opinion is valued.

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I would take a look at ways my students learned best and then look into turning my lessons into different ways of intruction so that the needs of my students were being met. We all learn in a variety of ways and often I think our teaching styles reflect our perfered ways of learning. I would assume that Mr. Smith learns well from listening to information and he needs a little guidance about teaching and learning styles and then help to transform his teaching style into one that meets the needs of his students.

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I would observe the situation a little longer. If it did seem like a single student was cheating, I would consider writing a short note and walking it over to their desk, something like, "I noticed that you seem to be struggling right now. How can I help?" I would be reluctant to speak to the student in the quiet atmosphere of test-taking. If I thought it was the whole class, I think I would let them finish the test. Then before the end of the period, or at the beginning of the next period, I would ask all students to put stars next to the sections they thought were examples of their best work/the topics they had mastered, and a check mark or something else next to the topics they haven't mastered yet. I would explain that I had noticed that most of the students in the class seemed to be at "not yet" during the exam because of observing them not doing their own work. Then I would want to have a discussion about what we needed to go over in class so that the students felt prepared to take the test.

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The culture that Mr. Smith must come from a culture or time when lecture was the primary method of teaching. It will be important for Mr. Smith to have a growth mindset about his students and their backgrounds to create lessons that really connect and hit home. Since students are not able to follow him or his logic, perhaps he needs to come up with activities that demonstrate for students or that students find out the answers for themselves. The students may also benefit from visual aids while he his teaching. Lecturing is a very much "teacher holds the answers" style of teaching. Mr. Smith needs to trust that he can guide students to the answers and they can find them for themselves.

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Mr. Smith seems to be teaching just to teach and not teaching to connect with students and help them grow. Mr. Smith could do some simple and easy activities to get to know his students better and for his students to get to know him. Being that his class is made up of students who come from different cultures and different ethnic and linguistic backgrounds, it would be beneficial to all. This will help the students learn more about each other and develop deeper connections with one another. Mr. Smith could also pass out a mini assessment where each student describes the way he or she learns best. He can use the knowledge he gains from these activities and integrate them into his lessons to ensure that his students are interested and engaged in his teaching. This will also help him reach all types of learners in his classroom. While doing all of this, Mr. Smith and the students need to have a growth mindset and stay optimistic while Mr. Smith figures out what is best for everyone in the classroom.

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It seems like this teacher could take a page or two out of this week's chapters from Onward.  I would recommend that this teacher uses this opportunity to learn more about the needs of his students in his classroom.  He can flip this opportunity into one of a growth mindset by modeling the kind of curiosity and willingness to embrace change that is demanded by a growth mindset.  Perhaps some form of action research would help him to gather data on changes to his classroom practice to see if it is yielding better results.  Obstacles that may impede his progress might be slipping into a fixed mindset.  Feeling like his past successes define his ability, and the worry that if he has to struggle that he may not be a "good" teacher anymore.  Lastly, I would encourage this teacher to push any thoughts of shame out of his head.  As Aguilar points out, shame can be debilitating to our curiosity and willingness to take risks, fail, learn, and grow.

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It sounds like Mr. Smith has the perfect opportunity to cultivate a growth mindset about his teaching and learning! Because Mr. Smith does a lot of lecturing that is hard to follow, here would be my suggestions on how to make his lessons more engaging, meaningful, and beneficial for student growth:

Visuals: Because Mr. Smith’s third grade class is diverse in ethnic and linguistic backgrounds, Mr. Smith needs to provide all of his students with various ways of demonstrating a concept or skill; pictures and captions to start.

Objective: Does Mr. Smith put the lesson’s objectives on the board? Do students fully know and understand the objective and complete an exit ticket regarding the day’s objective?

Directions: Since Mr. Smith is teaching third grade students, having step-by-step instructions would be beneficial for all students. Maybe even integrating a timer with visuals or a checklist for students who need extra support in their learning?

Tactile Opportunities: What is Mr. Smith teaching about? Are there ways for students to engage in discussion? Complete a KWL chart? Make a model/concept-map/drawing/example equation?

Large Group, Small Group, and 1:1 Instruction: Does Mr. Smith take the opportunity to engage students in a variety of instructional methods? Grouping students who need extra support and providing extra ‘challenge questions, equations, scenarios’ for students who finish quickly?

Conclusion: Just some ideas to start! I would begin the conversation with Mr. Smith: What works well in your classroom? (Do more of that!) What doesn’t work well in your classroom? (Do less of that!)

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At first Mr. Smith might be hurt or angry to hear that his students don’t like his teaching style. However, he needs to set his ego aside and listen to what his students are saying. He should be proud that his students are advocating for what they need and feel comfortable enough to bring up an uncomfortable topic. He could invite an EL teacher, an instructional coach, or another teacher into his classroom to observe a lesson and help him create lessons that allow for the students to have discussions and easily follow his logic. He could also sit down with students and have a conversation about their learning style. He should also learn more about his students’ cultures to learn how some of his actions might be interpreted differently than he intended. His students will see the effort he is putting in, and that even teachers have to make changes and keep learning. This will reinforce that having a growth mindset is important.

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It sounds like Mr. Smith needs some interventions to connect with more of his students. There are probably a few students in his classroom who can learn well from lectures, but it is only a small percentage. Mr. Smith needs to diversify his lessons to help meet the needs of all of his students. If Mr. Smith feels most comfortable with lectures there are still strategies to help reach more of his kids. He could pre teach important vocabulary to students so that when concepts come up in lectures they are familiar to students. He could also make sure to incorporate many pictures with his lectures so students have images to reference for important terms or concepts. Mr. Smith could also include more discussion time for students so that he can check in with students who may seem confused and allow students to use the concepts learned verbally with one another.

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At first glance, it looks as if Mr. Smith is completely out of touch with his students and what they need. However, when you step back and look the scenario again, I think we can all admit we have been here in one way or another. As teachers, we tend to teach to our strengths or what we needed as a learner instead of what our students need. There are cultural societal, and learning style influences in play here. As an interventionist, I would start by asking Mr. Smith if I could sit in one of his classes to get an idea of his teaching style and students' learning style. After observing, we could have a constructive conversation about where to go next. I think it would be good to have Mr. Smith conduct a learning style survey with his students in order to learn what they feel is their best learning style. I feel as if this could help him understand what his students need in comparison to how he is teaching. Then, together as a class, they could come to an agreement as to how to find a balance between the two styles.

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After reading the scenario, I first thought about how Mr. Smith does not seem to know his students. He probably does not have much of a relationship with them. I think he could benefit from getting to know his students more about their personal lives and their education lives. Getting to know more about them could help Mr. Smith prepare more lessons that related to them, had examples of their cultures and background, and even figure out the ways that they learn best. Right now, he does not seem to be a supportive and welcoming teacher. This is a harmful environment for those students since they may not feel open to learning from him.

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I think Mr. Smith could spend some time learning about his students and learning from his students. Learning about the different cultures and backgrounds of his students could better guide his future lessons and activities. I think Mr. Smith could provide more opportunities for discussion in his classroom in order for his students to get to know and understand each others cultures and backgrounds. This would also provide opportunities for students who are understanding the material or what is being discussed to share that information with students that may be struggling and they may be able to explain it in a way that only a peer can. Mr. Smith could also reach out to his schools ELL teacher and possibly collaborate on lessons and seek guidance on how to better teach to a culturaly diverse class, and what language to avoid or use to increase student understanding.

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It is necessary for Mr. Smith to reflect on his teaching practices and consider how he is supporting ALL of his students. Exclusively standing in front of the class and providing direct instruction will inhibit a majority of students from being successful in the classroom. I would suggest that Mr. Smith creates learning opportunities that more actively engage students with the material and one another. He could encourage discussion with open-ended questions that get the entire class engaged. Constantly lecturing is particularly harmful to his students with different cultural and linguistic backgrounds. Students need to experience learning in a variety of ways. If a student faces the hurdle of not fully understanding the teacher, they will become frustrated and shut down if that is the only manner in which information is presented to them. Mr. Smith needs to differentiate his instruction and implement more hands-on learning experiences. Additionally, students should see their culture and experiences represented in the classroom. That would allow them to engage with the material and better follow his teaching. This is an opportunity for Mr. Smith to demonstrate that he can grow as a learner right along with his students.

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This seems like the perfect opportunity for Mr.Smith to practice some metacognition. He needs to take a look at how he is thinking when he plans his lectures. It is also a change to work on his cultural literacy. He has been given an opportunity to learn and grow here. He may not have been aware of the feelings of his class before and now he is. Know better, do better.

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This would definitely be a great time for Mr. Smith to reevaluate his instructional practices. I cannot imagine when it would be appropriate for a third grade teacher to be lecturing on a regular basis. First, I would encourage Mr. Smith to dig a little deeper with each of his students to find out how they best learn. I would imagine that many of them need movement, hands-on, interactive types of activities. Second, I would encourage Mr. Smith to observe colleagues to get some ideas on things he might be able to incorporate into his classroom instruction. Next, I’d see if he’d be open to peers or a peer coach observing him and providing constructive feedback, along with things they see that are positive. Finally, I would encourage Mr. Smith to do some learning about the different cultural and linguistic backgrounds that make up his classroom, as that information would provide him with good insight on why students may not feel engaged or connected as he teaches. The more Mr. Smith knows and tries to find out, the better he can serve his students and hopefully provide them with a positive learning environment where they feel seen, valued and successful.

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I think that to incorporate a growth mindset, the teacher could take this feedback and find a new way to apply his effort to reach his students. If he can teach or model some metacognition skills, he can help his students grasp the the concepts he is including in his lectures without the lengthy lectures. Lecture requires a high level of vocabulary, so perhaps a different delivery method would be a better way to scaffold students who are also learning English at the same time.

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I think that this is the perfect time to explain to the students that everyone makes mistakes, including teachers! Instead of erasing it quickly, I would point it out and say, "uh oh, I made a mistake. Can anyone help me fix it?" If it was a word that was spelled wrong, I would then try to use that word again in another sentence but spell it correctly to show students that I have learned from my mistake. I would hope that this would be a positive example for students so they know that making mistakes is okay.

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I would thank the student for coming to see me and share my appreciation that they care about their learning. We would then have a conversation on what learning has taken place and find out what strategies they are currently implementing to help them learn. Together we would work out a plan. My role would be to support them by working with them outside of class if need be. I would remind them it may be challenging yet if they stick with it they can do it.

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This week’s fixed mindset is a great topic to discuss because teachers make mistakes, too; after all, we are human! Before this course, I too, would have erased the digit or letter to correct my mistake before the student(s) noticed my error. However, after my findings about growth and fixed mindsets, I now know that in order to truly have a growth mindset, learners (myself included!) need to be willing to be vulnerable in order to grow. If I ask students to be vulnerable in their learning, I need to model how to receive feedback in a positive way, too. I took a look at Carol Dweck’s research about specific thought patterns that would help convey a growth mindset. One of my favorite quotes Dweck says about learning setbacks is “learning is my goal.” I think if I had a poster or this quote written so it is easily seen, when a student catches my mistake, I could non-verbally point to this sign and nod in agreement once I realize I have made a mistake. I would then praise the student’s effort and process on their thinking, further cultivating a growth mindset classroom environment.

Here is Dweck's Website:

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Over 30 years ago, Carol Dweck and her colleagues became interested in students' attitudes about failure. They noticed that some students rebounded while other students seemed devastated by even the smallest setbacks. After studying the behavior of thousands of children, Dr. Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs people have about learning and intelligence. When students believe they can get smarter, they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.

Recent advances in neuroscience have shown us that the brain is far more malleable than we ever knew. Research on brain plasticity has shown how connectivity between neurons can change with experience. With practice, neural networks grow new connections, strengthen existing ones, and build insulation that speeds transmission of impulses. These neuroscientific discoveries have shown us that we can increase our neural growth by the actions we take, such as using good strategies, asking questions, practicing, and following good nutrition and sleep habits.

At the same time that these neuroscientific discoveries were gaining traction, researchers began to understand the link between mindsets and achievement. It turns out, if you believe your brain can grow, you behave differently. So the researchers asked, " Can we change mindsets? And if so, how?" This began a series of interventions and studies that prove we can indeed change a person's mindset from fixed to growth, and when we do, it leads to increased motivation and achievement. For example, 7th graders who were taught that intelligence is malleable and shown how the brain grows with effort showed a clear increase in math grades. Download the lesson plan used in this intervention!

In addition to teaching kids about malleable intelligence, researchers started noticing that teacher practice has a big impact on student mindset, and the feedback that teachers give their students can either encourage a child to choose a challenge and increase achievement or look for an easy way out. For example, studies on different kinds of praise have shown that telling children they are smart encourages a fixed mindset, whereas praising hard work and effort cultivates a growth mindset. When students have a growth mindset, they take on challenges and learn from them, therefore increasing their abilities and achievement. Read more about how teacher practices impact student mindsets and achievement.

What does growth mindset teaching look like in the real world? When we take the research out of the laboratory and into the classroom, we see amazing results. One such case study is Fiske Elementary School. With a diverse student population of English language learners and special education students, the administrators at Fiske infused growth mindset into the school culture by starting with teacher mindsets. Teachers took part in a Mindset book study the first year of implementation, and completed the MindsetMaker™ online professional development the second year. While state test scores in math remained stagnant, Fiske Elementary saw amazing growth, which they attributed to a growth mindset teacher practices and culture shift. Read more Case Studies about closing the gap between research and practice.

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The Growth Mindset - What is Growth Mindset - Mindset Works

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Brainology is an online interactive program in which middle school students learn about how the brain works, how to strengthen their own brains, and how to better approach their own learning. In the process they develop a growth mindset whereby they think of their intelligence as something they can develop through study and learning rather than as something fixed, as explained by our co-founder Dr. Carol Dweck.

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This is a great example to show that everyone makes mistakes. This error would give me the opportunity to show that even as an adult and as their teacher I still make mistakes and it is OK! I would want my students to notice that I made a mistake so I can have one of them give me feedback on effort and help me fix the mistake I made. If I make a mistake in my classroom, I don't point it out as a negative thing or get mad. I will say something like "Oh, silly Ms. Blair, I subtracted wrong. Can someone help me figure out what I did wrong?" This will give students the opportunity to help me with my mistake and model me accepting feedback and learning from the mistake I made.