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I challenge the students I work with to look at where they are now in their life and where do they want to get to. If they feel defeated with their circumstances I share videos, articles, and stories of others who have felt the same way. I challenge them to find strategies and give them the vision to do the work that they need to do to get to their goals. Empowering them to look within and themselves and discover what they think they do not have.

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I always tell my students practice makes perfect! Because by them practicing a skill can improve their abilities and also make them stronger in that skill!

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I always remind my students that I am not looking for perfection because nobody is perfect and that we are all life long learners.  Listening activities are sometimes challenging for them so when we do listening activities I let them know that I will re- play the recording or re- read the text as many times as necessary for them to complete a given activity. When they persevere instead of throwing their hands in the air and quit because "I talk too fast" or my "accent sounds different" the look of pride and accomplishment on their faces when they realize that they did the "impossible" and understood the incomprehensible is priceless. (G. Miller)

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I always remind my students that I am not looking for perfection because nobody is perfect and that we are all life long learners.  Listening activities are sometimes challenging for them so when we do listening activities I let them know that I will re- play the recording or re- read the text as many times as necessary for them to complete a given activity. When they persevere instead of throwing their hands in the air and quit because "I talk too fast" or my "accent sounds different" the look of pride and accomplishment on their faces when they realize that they did the "impossible" and understood the incomprehensible is priceless. (G. Miller)

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I always remind my students how important it is to practice what is being taught. Athletes don't just show up for the game...they practice countless hours before arriving at the game. Students can't just show up for the test...they must practice the math skills necessary to pass the test. Practice may never make us perfect but it will certainly make us better.

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I instill GRIT by reminding my students even LeBron James or Stephen Curry had challenges in life. They became the top athletes by pushing past opposition. They started at the bottom and worked their way up. The only way to go is up, but first you must look up and climb to the top. The sky is the beginning to what you can accomplish with a made up mind.

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I instill GRIT in my students by encouragement and reinforcing positivity through challenges from school work to everyday struggles. Pushing them daily to succeed and not give up just because something seem hard!  

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I instill GRIT in my students by encouragement and reinforcing positivity through challenges from school work to everyday struggles. Pushing them daily to succeed and not give up just because something seem hard!  

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I try to encourage the students to believe in yourself and be confident in yourself. I tell my students this all the time and encourage them to be a leader, not a follower! In the learning environment, we are to be positive and always learning so being confident provides the student with the necessity to be great

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I try to encourage the students to believe in yourself and be confident in yourself. I tell my students this all the time and encourage them to be a leader, not a follower! In the learning environment, we are to be positive and always learning so being confident provides the student with the necessity to be great

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I try to instill GRIT in my students by always encouraging them to TRY and never give up.  You never know what you can do unless you try.  If you try your best, that's all I can ask of you.

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I try to instill GRIT in my students by always encouraging them to TRY and never give up.  You never know what you can do unless you try.  If you try your best, that's all I can ask of you.

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I try to encourage my students to think outside of the box and understand that there are multiple avenues to achieve success. Oftentimes I provide my students with work that may seem a bit more challenging in an effort to teach them how to use their prior knowledge to work through new things. Reinforcement of the thinking process provides students with the grit needed to always push forward.

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I try to instill grit by giving students challenging musical goals for which they will not always be immediately successful. They come to learn that the process of practice is a valuable learning goal as much as or more than the end product, or performance goal.

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Many times students are unaware of what constitutes excellent or superior playing techniques. Current TV shows about music competitions show that, at times, our society doesn't emphasize all the countless hours of hard work and determination it takes to become a quality musician. Students don't realize how much repetition, grit, and more repetition of the correct techniques it takes to be successful.  Instilling grit and reinforcing the correct techniques help these students become better.
Jennifer Fore

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The TARGET table on page 139 is a great resource.  Throughout this school year I have used the TIME descriptor for self-pacing the learning process.  My goal is to try GROUPING for heterogeneous grouping.  The structure of this school does not allow for that since our students are ability group based on service times.  Maybe different year in the future!
~ Gunnells

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per·se·ver·ance

ˌpərsəˈvirəns/

noun

1. steadfastness in doing something despite difficulty or delay in achieving success.

In our classroom we are: critical thinkers, hands-on learners, problem solvers, and creative thinkers. Our learning environment promotes and fosters perseverance. For example, when students are challenged with 7th and 8th grade math problems their first response is: I can't do this. But, after the students persevere and see that it is okay to "fail," then they will work through these problems. The goal is to never quit no matter how challenging the task at hand may seem.
Christy Blue

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Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein

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Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning. Albert Einstein

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By encouraging our students to participate in learning activities centering around the wise saying above, we can foster a climate of GRIT in our daily classrooms. Reciprocal Teaching is one method which is research-based and effective in providing opportunities for students to investigate a given topic individually prior to sharing in a collaborative setting and to divide a particular task in order to create a final product.

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In the scientific method, while doing an experiment, even if the experiment proves your hypothesis incorrect this is still considered valid data. Learning what is NOT the answer is sometimes as useful as learning the correct answer. I love sharing stories of "accidental" discoveries that have happened in history, the great discoveries that occurred when people were looking for different things!

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"You learn more in failure, than you ever do in success." - Jay Z

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"You learn more in failure, than you ever do in success." - Jay Z

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Essentially, attempting tasks on your own (even in failure) teaches you how to do them. The best way to learn something is to engage it and tackle it head-on. I encourage my kids daily to attempt all tasks regardless of how arduous it may be. Teaching/establishing true grit happens by reinforcing a proper work ethic and training the student to ultimately grow from failure as opposed to feeling confined by it.

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I often hear "we've done this before." I inform the students that its ok if they have done it before. I encourage them to try it again with the knowledge that they have now. We all know that we don't get too many "do overs" in life. In my classroom I use remediation. This is our chance to not only do over but sharpen our skills. I pull from resources and use them to enhance what the students already know. This also helps to build relationships because it allows me to see what the students already know and where to meet them. It also helps that the wonderful teachers that I work in the classroom with will allow the students to go back and make corrections to what they have already done. Students earn at least partial credit for making the corrections.

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I often hear "we've done this before." I inform the students that its ok if they have done it before. I encourage them to try it again with the knowledge that they have now. We all know that we don't get too many "do overs" in life. In my classroom I use remediation. This is our chance to not only do over but sharpen our skills. I pull from resources and use them to enhance what the students already know. This also helps to build relationships because it allows me to see what the students already know and where to meet them. It also helps that the wonderful teachers that I work in the classroom with will allow the students to go back and make corrections to what they have already done. Students earn at least partial credit for making the corrections.

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Art can be very intimidating for some. Somewhere between Kindergarten (when all your art was worthy of posting on the fridge) and middle school (when self-consciouness rules), students lose their confidence to create art. In the art room at Carver, we strive to be successful through exposure not mastery. When mastery truly happens and the student is convinced that they have created a great art piece, they will try anything. Using rubrics can benefit a student in monitoring his or her achievements not soley by ticking off certain boxes, but rating the quality of the work as well. Another strategy used is to do a project, list 3 things you believe can be improved, do a project a second time, list the improvements. It helps students to note improvements in the creative process. 

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Art can be very intimidating for some. Somewhere between Kindergarten (when all your art was worthy of posting on the fridge) and middle school (when self-consciouness rules), students lose their confidence to create art. In the art room at Carver, we strive to be successful through exposure not mastery. When mastery truly happens and the student is convinced that they have created a great art piece, they will try anything. Using rubrics can benefit a student in monitoring his or her achievements not soley by ticking off certain boxes, but rating the quality of the work as well. Another strategy used is to do a project, list 3 things you believe can be improved, do a project a second time, list the improvements. It helps students to note improvements in the creative process. 

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Students are encouraged to do corrections on their work. Once they receive a grade they go back and reevaluate their answers, modify and adjust, sometimes with explanation as to why their new answer is the right one. This strategy for self improvement helps students become more self aware when completing assignments.

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To reinforce the concept of grit, I will consistently remind students that practice and effort will lead to success.  

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To reinforce the concept of grit, I will consistently remind students that practice and effort will lead to success.  

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"Practice makes Perfect".  My students think that spelling, reading,  math and writing should come easy to them, but it doesn't.  I tell them everyday that it' ok to struggle and to make mistakes.  My example them is Cam Newton of the Panthers...they know that the only way that he's an NFL football player is practice, practice, practice.

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"Practice makes Perfect".  My students think that spelling, reading,  math and writing should come easy to them, but it doesn't.  I tell them everyday that it' ok to struggle and to make mistakes.  My example them is Cam Newton of the Panthers...they know that the only way that he's an NFL football player is practice, practice, practice.

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It is hard to watch students struggle to find an answer. However, that is my plan ---wait time. I want to allow my students to fail and then build from where they are bit by bit. It is that deliberate practice with supports strategically used to avoid frustration and shut down that leads to success. Growth may be slow, but it is in the right direction!