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https://www.teachthought.com/critical-thinking/8-strategies-to-help-students-ask-great-questions/

https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/questioning-strategies

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I firmly believe that this is something that I have gotten much better with in the short time that I have been a teacher, however, I know that there are still students that I am not able to reach. This is something that I plan to focus on very critically in the coming years.

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I like the part where it says to share gutsy goals.  Students need to know that making goals for themselves sets them up for success.

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I like the part where it says to share gutsy goals.  Students need to know that making goals for themselves sets them up for success.

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Is it reasonable to expect the same lofty goal for all the students in a class? Does it matter where the individual student currently stands when setting a classroom goal?

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Feedback is a big takeaway for me. It is so important, but we rarely take the time to give quality feedback. Would it be in our best interest to slow down more to provide more feedback on the things we do get to, rather than flying through everything and not giving quality feedback?

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The chapter mentions that as long as there are performance goals for students achievement mindset is a must, but our personal goals need to be pushing students forward.  This is why I am somewhat looking forward to ILEARN.  Because this is an adaptive test, I'm interested to see how the results are reported.  Will they show both achievement and growth (after the first year)?  It might be a slow step in the right direction...

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Three of the four major factors for whether a student is willing to "work hard" are based on self-perception (p.70)
*They immediately predict their own success on something based on whether they've succeeded in the past.
*They self-assess whether they are doing something "right" constantly during a task (yet, we know when they self-assess during a task, they often don't ask questions to push them forward".
*The student's own perception of themself. ("Is this for 'smart' kids?")

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Teachers are scared to set goals too high in fear students will feel like failures if they don't reach them!

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Teachers are scared to set goals too high in fear students will feel like failures if they don't reach them!

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Like the message, "...you must get inside their head. You must know what they care about and how much it matters".

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How would our mindset change if our goal was to change/start one new aspect of teaching each day? (pg. 73)

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"The mindsets of struggling teachers commonly create a stifling stranglehold on student achievement." Interesting and sadly true.

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Praise all milestones. Large goals.

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"A teacher's mindset is a critical approach in the art of getting students to succeed." If you don't provide a consistent, positive teaching environment, getting students to succeed will be more of a challenge.

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Jensen proposes that setting goals that have more to do with a process or a result will have more value for a student than setting goals that relate more to statistics or norms. A student conquering a challenging process may very well be more beneficial in the long run than the ability to repeat facts or the ability to be compliant.

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The list of invisible motivators are helpful and something most of us probably have used them.  Yet, having a list will help us to use them on a regular basis.

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Definitely feel it is important to build relationships with the students. Students tend to be more receptive to meeting challenges and finishing work.

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At the end of this chapter,

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The quote  "When we fail, we will fail above other's successes" struck a cord in me as I reflect upon the goals I set as a teacher for my students as well as in my personal life as a maturing adult.

I like to believe that I set the bar very high for my students because I know the potential that each have to reach mastery in my subject, being that many come to be with an excitement, but also a fear of failing because "they've not had a fully immersive experience with the content/subject".

I believe that my students (all of our students) will achieve mastery at their own pace. When I look back on my education I can vividly remember the high expectations set for me by all of my teachers, and the internal motivation I held with each acknowledgement of my growth (both from external and internal sources). However, that motivation stemmed from goals set high for me, and my failures were moviaters because I could still see that my goal was achievable and that I was closer to reaching that goal with the guidance of my teacher AND my own desire to obtain that mark (whatever it may have been).

I believe that such goals (gusty goals) when presented correctly can ignite the flame within the student to want to thrive no matter how many times they are "knock down" because with each failure they'll realize they are better / and learning more and more when compared to when they set out to first achieve the goal set before them.

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Growth mindset: One of the best things a student can do is miss a student they feel sure they got correct.  If they take time to reflect on their mistake, they are far less likely to make it again. 

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Growth mindset: One of the best things a student can do is miss a student they feel sure they got correct.  If they take time to reflect on their mistake, they are far less likely to make it again. 

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"Minority students" or "subgroups":
,"low achievers", "disadvantaged"

Check out this article:
https://blogs.edweek.org/edweek/finding_common_ground/2018/05/are_labels_preventing_students_from_succeeding.html

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Teacher approach, relevance, & praise.

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Jensen, the author of "Poor Students, Rich Teaching," identifies motivators that are not necessarily obvious to those outside the classroom or even the students. To approach, frame, and define a task appropriately gives a student a sense of confidence from the very beginning. The less they feel "lost" from the start, the more engagement and positivity will be brought to their efforts and the mastery of the material.

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As a teacher and one who sets high goals for themselves:

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As a teacher and one who sets high goals for themselves:

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My students know and understand that I will set challenging goals, and when they get close I will raise the expectation. I will never bring my expectations down to theirs. I will put a rope on them so they will not drown, but they must swim themselves to reach shore!

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"set impossible goals so that when we fail, we will fail above others' successes"(as cited in Goodyear, 2009)

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We need to teach students how to accept and cope with failure. I liked "Getting knocked down is nothing: getting back up is everything." Gipson

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"The A mindset is all about developing student drive, effort, and intention" Work ethic or social skills class? Gipson

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I thought the "Anyone can look cool, but to be awesome, you need to practice. You will need to be willing to fail over and . . .to become superb." This could be done through a social skill class on work ethic. Gipson

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This section has many useful suggestions. The one most valuable I believe is student assessment. I've always been a firm believer in taking the time to do proper assessment, however that has become increasingly difficult with the shrinking time we have as teachers.

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I like how the author suggests that developing a tone of achievement is key for student success. I agree. I do believe that motivation is the factor that is most challenging, and most elusive in this endeavor.

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is developing student drive, effort, and intention. This is the basis for internal motivation. My favorite compliment is, "You should be so proud of yourself. I don't have to be proud of you, it's your work!" (reminds me of how I always said, look what you did, when my kids were little and they were successful) Brings it all back to autonomy, self -gratification

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"Gutsy goals take work. You must give students a reason to believe it's possible and then show them it can happen."  Being positive and letting kids know that you are willing to work hard with them is a key. I think telling kids that you believe in them is very powerful!

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"The achievement mindset shows that when the conditions are right every one of us can and will achieve."  As a teacher I love this challenge!

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