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I really liked the information on how to teach different age levels to problem solve. With our SEL curriculum for second grade it was very similar to the steps they had listed for the same age group. I do think that these scaffolds for teaching problem solving is beneficial and also ties in nicely to the questioning articles. If we do not use more open ended questioning for students to promote deeper level thinking problem solving becomes harder too. Stretching your brain (this is what I say to my students when they say things are hard) helps you think outside the box and will also help you become a better problem solver. If you are only ever asked closed ended questions it doesn't really force you to have think too much about your answers.

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I LOVE these resources for parents! While I teach high school students and don't have kids of my own, I definitely feel like these resources would be beneficial for teachers to provide with parents! Maybe you could send it out in a newsletter! I'm still looking for resources for high school students! If you find any high school specific stuff, let me know!

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Having parents and families that support you in developing a growth mindset in students is so important.  This cannot be done in isolation at home or at school.  I really liked the article titled, Encouraging a Growth Mindset for Children, because not only does it give parents advice and information on developing a growth mindset, but it includes videos on various topics as well.

I was reading an article once where a school created a parent/staff cohort that met weekly and online to learn about how to develop a growth mindset in their children.  These parents would watch videos, read articles, share experiences and learn from each other.  Having the staff and families work so closely together while learning was really successful for them. I hope to work closely with my families next year so I can help support a growth mindset at home as well as school.

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I really appreciate these resources and the others that we have received over the past 8 weeks. I will have parents ask me for hep or resources so this is super helpful to have all of these tools in my back pocket.

This past school year I had a student who had a fixed mindset and would do a lot of negative self talk. I would have daily phone conversations with the parents about how to help or modify assignments. It got to a point where I didn't know what else to do or tell the parent so that the student was successful at school. Of course, I never saw any of these issues at school so it was super hard to help this parent. These resources would have been a ton of help. I plan to keep a binder full of these resources and if I am faced with another situation with this in the future I will have resources to share with the parents.

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In order to make growth mindset successful, teachers can provide resources for parents. I loved the graphic giving examples for parents. I often have many parents saying, “What else can we be doing?” Also, I think often times, parents don’t know what to say when their student is struggling on a challenging task. I hear several parents say, “I don’t know how to help my kid. They teach math so differently now in school.” I hear this and I am not even a math teacher. I think parents need to understand two things. 1. Math is taught differently 2. Focus on the bigger picture…. It’s not about the actually math concepts, it’s about learning how to coach and support your child through something challenging.

One of the biggest thing’s parents need to understand is the idea of saying, “You are so smart.” This saying has many negative effects regarding how students think about themselves and intelligence.

However, as an ESL teacher, I could see this being challenging. It is something I would love to do. I think providing resources for my parents would be great at the beginning of next year. It would be a great add on to my Growth Mindset Unit, however I have a couple families who do not speak English at all.

Do you have resources for Spanish and Somali?

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Oh, the power of language. It is so difficult to stay in the left-hand column instead of the right side. I need to remind myself that poorly phrased praise can work against the student and that we need to be careful as parents and teachers about HOW we say things. I want to print the list of the first resource and put it on my wall at home!

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I really liked the posters/handouts showing parents how to talk to their children in a Growth Mindset way. I like the form for Family Meeting and for creating a Family Manifesto. These are great things to use with my family and to share with my student's families.

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These resources offered some great suggestions for beginning a conversation with parents about how they can teach their child a growth mindset. I especially liked the assignment ideas at the end. I send home a monthly choice board with play based homework for my kindergarteners and these would be cool ideas to have on it. Along with the play based choices I already have on their homework, I could add lead a family meeting, make a family manifesto, etc.

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I truly appreciate these resources.  My entire teaching career, including student teaching, has been in low income neighborhoods and I have found that parents are so appreciative of the resources and help that they can get from a school.  I am excited to have these ready for next year!

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I am so glad we have more resources to use as parents. I have a 10 year old son who isn't always the most positive. I have been trying growth mindset strategies and am trying to change the way I encourage him. I have noticed throughout this course and these resources that I have been doing it wrong! Now I know better and it's better late than never. I love the idea of having a family meeting to talk about being kind, what we have learned, and what we are excited about. I would love to not only start this with my family but also to be able to share this with other families. We have goal setting conferences with parents before the school year even starts. I plan on having these resources available to parents so I can let them know how I plan on teaching growth mindset at school and hopefully they will start it at home too.

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I actually loved reading this resources myself because I am also a mama! My daughter is 17 months and is starting to talk more and more each day! Since starting this course, I have definitely thought about the words I say to her more carefully that I would have before. I think this is one of the most if not the most important piece of growth mindset! We need parents and families to be involved and working on this at home too. My school actually had a PTO sponsored night where they had someone come in and talk about growth mindset to families. They also sent home some information in our weekly newsletter. I am excited to incorporate more of what I have learned in this class into my first grade classroom next year!

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Just this weekend I was visiting my parents and my mother gathered us all into the living room for a family meeting. Now we didn't discuss the positives and negatives of the day but we were able to make a plan for  the rest of the day that everyone was going to enjoy together. She used to call family meetings when my brother and I were in high school and we rolled our eyes as we begrudgingly dragged ourselves into the living room but it was a way for us to connect and be on the same page for the rest of the day. Looking back now, I want to do this with my little family someday.
As for my classroom, I can see my 10th graders rolling their eyes at me when I announce that I have an assignment that involves them intentionally conversing with their parents haha. However, I could create extensions to assignments (perhaps for extra credit) that would entail having students go home and get their parents involved into their assignment like answering questions, researching together or quizzing each other.

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This characteristic is SO important!  We can do the best we can to teach our students to have a growth mindset, but without the parents reinforcing this at home, we are much less likely to make a big difference for our students. I love the mindset works website because it not only shows parents alternative phrases to use when giving their child feedback, but also explains why these phrases will be more beneficial to their child. I think this will be a great resource for me to share with my families as they enter Kindergarten!

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These articles got me excited both for me as a parent as well as things I do in my classroom. On Wednesday nights my daughter and oldest son go to church. My daughter said she didn't learn anything and fought us every week to go. We wanted to find something else to do.  I think the family meetings along with doing a devotional will be perfect for us!
Our school does entrance conferences for Kindergarten. I am going to have these resources printed out for parents to take that day. I also want to use the Family Manifesto Poster for our September Family project.

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I found these resources to be very helpful. Sometimes I assume that parents know what to say or how to say things to their children and really they also need to have some guidance as well. The idea of growth mindset has been around for a while, but mostly in educational circles, so I can imagine parents could use a few tips! Usually I find that when I do give suggestions, parents are very open to what I have to say. I use SeeSaw as a communication tool, so I would love to include a few of those charts in my weekly updates. I especially love the chart where it lists what to say and what not to say and then gives the reason why. Great resources!

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I really liked the first link, which was basically just a list of preferred things to say (or not say) when praising students. I think one of my favorite suggestions is to say something like "Maybe you need to try another strategy." This helps students focus on how they are attacking a problem rather than just getting frustrated with not getting the expected results.

I also loved the next link which listed many different resources to provide teacher or parents with information and strategies to try and encourage a growth mindset in their students or children. I liked the links to posters and other printables that all have growth mindset themes! I will definitely be checking there for some ideas to decorate my classroom next year!

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At this point in my life, I'm not a parent but I would think that passing out resources to parents would be helpful. When I choose to do so, I try to make the reader friendly and not an overwhelming amount of information. I want them to be able to look quickly at the information, decide if it's something they could try or use, and then implement a strategy. Parents these days have an overwhelming amount of demands. I really enjoyed the chart from the Growth Mindset Parenting site...so much so that I'm thinking of printing it out to hang as a reminder of phrases to use in the coming school year. The other statement that I enjoyed was the recommendation that parents talk through mistakes and challenges they have made and how they recovered from it. I often suggest to parents they talk about how they feel about something to show their kids how to handle strong emotions, and this would complement it nicely. I could see this resource as being something I could easily pass on to K-1 parents as they navigate the challenging world of raising kids. :)

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I appreciated the heading of the first article, "Parenting is really hard", because it sure can be. I think this link could be especially helpful to send out to families. I think it is easy to follow the chart of phrases and I like how they explain why it is important to phrase your words that way. Giving parents resources like these would be a great addition to my newsletters or to send out on SeeSaw. You never know when a piece of encouragement is needed for all parents.

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As a parent I think that growth mindset is something I really want to bring more into my parenting. I already do some of the things about talking about mistakes and how to learn from them.  But, I want to use more process praise and keep teaching my kids about how to grow their brain from struggles they may have.

I think it could be a good resource to give to students at my school. As an art teacher I think nit would be cool to teach a lesson and a project and then give students the assignment to bring it home and teach their family about it.

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To be honest I hadn't really thought about doing this. I can see that these resources would be helpful for parents just like they are for me.
I do my own class open house in the Fall to talk specifically about my class, my philosophy, some curriculum, logistics of the class, etc. I will definitely use this time to talk about growth mindset and how we will be actively working toward the growth mindset. I look forward to the parent questions!!

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Educating families about growth mindset is very important. It can also be a challenge when you are faced with many different languages and cultures in your school. Although that does not mean you do not try to educate ALL families about this important topic.  I really liked the "say this, not that" resource, because the families that I work with are always asking how they can help at home.  This is an easy idea that interpreters in my building could explain to families.  I think families would embrace this as well.  Once idea I had for my school is to incorporate a family night about growth mindset.  We have one family night once a month and this would be a great way to explain growth mindset and provide them resources.

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This is such VALUABLE information to share with parents. A few of my reflections were about sharing the idea of growth mindset with parents and wanting to give them resources to help them. I liked the "say this, not that" paper and feel that it would be a great place for parents to start. I also thought the family meeting schedule was awesome and so helpful, especially the schedule piece. Having a schedule and routine is so important for students and knowing what is happening would ease a lot of stress on students. Finally, I thought the "In or Out of my control" was a great resource for all students, but especially for those who have a hard time worrying about others actions. I am definitely going to print these out and have them ready to share at the beginning of the year.

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As I sit to write this I just completed a 2 day Restorative Justice workshop and was so happy to see how much Growth Mindset is incorporated into the idea's of Restorative Justice. It also reminds me how important parent education is to a growth mindset.  I have a THIS NOT THAT poster I hung in my room last year. I refered to it often with my kids but am ashamed to admit I never even discussed it with my parent. This year I am committing myself to sending at least 1 mindset newsletter per quarter.  I also love the Manifesto and I think I may try to do it with my wife and see if I think that some of my families would enjoy the activity as well.

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I think that in order for students to truly develop a growth mindset then students need to be learning it at home as well. I found the link that provided strong growth mindset language to share with parents really helpful. I would definitely share the resource with parents, possibly at parent night or curriculum night. I think it would be helpful to explain to parents how we practice growth mindset in the classroom and ask that they work to continue to foster it at home.

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From the start of this course I have wondered how best to reach out to parents about growth mindset to continue the growth mindset modeling outside of school. As in this resources, it may be as simple as sharing resources with them! After reading through all the provided resources, I was thinking of how I could share them with the families of my students next year. I already run a class website and I feel it would be helpful to have a spot on my website for the growth mindset resources. At fall and spring conferences I might provide hard copies of specific Big Life Journal printables so they have the message physically in their hands. However, I think simply making the resources available to them will make the families who are interested reach out and utilize them.

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I think it’s a great idea to send growth mindset resources home with parents!  If a student is surrounded by growth mindset at school AND at home, they are more likely to internalize it and take it seriously.  I almost think this would be something to bring up at fall conferences, so parents can ask questions and get clarification on the importance and process of a growth mindset.

I’m not a parent, but hope to be one someday, and I really like the idea of having family meetings and creating a manifesto to display in the house.  If it is made as a family each year, my children will feel a sense of ownership in it - which I know I would have appreciated as a teenager.

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Because I did not have this one here right away, this one will be a freebee!  It is not required, however those who put in the extra effort of reflecting anyway will get 5 points extra credit!  Happy last key characteristic reflection!!!

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Because I did not have this one here right away, this one will be a freebee!  It is not required, however those who put in the extra effort of reflecting anyway will get 5 points extra credit!  Happy last key characteristic reflection!!!

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I enjoyed reading about this key characteristic because I identified with it. Often times when my students complain or make a very "fixed mindset" statement I will say something like "oh, did you mean I can't wait to try something new!" At the start of the year my students would kind of laugh and shrug it off, but as the year went on I noticed that without me having to correct them they would yell out the phrases before we started something new or switched classes, etc. I realize that I should have also paired this with lessons about viewing our challenges with a growth mindset, which is something I plan to do in the coming year, but it was fun to see my students be enthusiastic about something that they had originally viewed as a struggle.

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I really enjoyed the article that talked about teaching students patience through wait time. Wait time is something that I have struggled with in the past and have been making a conscious effort to be better at throughout the last year. I think that teaching the students that during that wait time they should be patient with not only their classmates but also with themselves is a very powerful lesson. Students need to know that they are not always going to understand things right away, and that is okay! Be patient with yourself, persist in your struggle, listen and learn with a growth mindset and you will get there!

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I identified with some of the ideas presented in the first article.  One that really stuck out to me was our ability as educators to help students develop a resilient mindset by giving them a sense of control over their education. This can be as simple as giving two choices about how an assignment can be completed and meet the requirements. I wish I would see more of this type of flexibility in my K-1 classrooms instead of the expectation that students create the same product for all assignments. Creativity is an outlet for some students.

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I thought the article about the importance of wait time in classrooms that use technology was interesting. The author pointed out that in order to use technology appropriately, students must be able to have time to decide if they can determine the answer on their own or if they are in need of the technology to help them. I don't have the opportunity to use a lot of technology during my classroom lessons, but after thinking about it can see how this could be true. We have become so dependent as a society on technology that it is important to help our students remember that they are able to figure out problems sometimes without the use of devices.

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I really liked what the first srticle said about building a relationship with someone and being there to point out their "island of competence". This allows children to identify an area that they are successful at which allows them to feel in control. With this control, they are able to make their own educational choices.

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Teaching persistence and perseverance in the classroom early on is so important to develop in a growth mindset environment.  The video was really insightful and I liked their phrase, "Tiger Up".  This is a good way to model to students that they will be confused and have to struggle , but they get the encouragement needed to keep going!  I want to implement a phrase like that in my classroom in the fall.  I also think it is very important to allow students the proper time to think of their responses.  The one thinking I do not do is wait after student responses.  That is something I will implement in the fall as well. Lastly, I really like the idea of teaching students how to say "get back to me". There was another article earlier in the course that had a similar phrase. This is great to teach students that it is okay for them not to know YET.

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I loved the first article that talked about charismatic adults, islands of competence, and giving students a sense of control. That was a lot to cover for one article!! Like the author said, we sometimes forget how much of a role model we are for our students. If we model staying calm and working through tough situations, they will see that and hopefully emulate it when they run up against a hard problem, or something new that confuses them.

I like the idea of islands of competence as well. I always try to do something like this when a student is really struggling. I try to just talk to them about something they are really good at, even if it is totally unrelated to what we are doing. My hope is that they understand they weren't always good at whatever that is, but with a little hard work and being persistent, they figured out how to do it really well!!

The short video about challenging students was great too! I don't think I phrase things like that much, but I should try doing so more often. It all goes back to the idea of changing student perception of the concepts of confusion and struggle so that they see these things as positive parts of their learning process!! Challenging means we probably won't figure it out right away...we may even be confused by it for a while!! But that's okay!!

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I really enjoyed the video on having challenges and having students ready to say "bring it on." The reaction I can sometimes see is..."oh great this is going to be hard" But, with the work of growth mindset and the practice of giving them challenging things and them seeing how they can success I can see the benefit in the classroom.

I also liked the ideas of how to build confidence in kids. They were not ideas like praise them or reward them. There were great ideas on how they could take ownership over something and feel successful in those ways. I think that that is important in the classroom to give jobs or tasks to students to make them feel needed and great ideas to use with my own kids.

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I enjoyed watching the video about challenges. I liked how she got her students to be excited for a lesson that was considered hard. I was teaching today and talking to my students about struggling and how it is so good for our brains. I think we need to work hard to show our students that it is good to struggle and also convince their parents to let them struggle more often. I love when my students get excited to take on a challenge and work on something that is harder than what they typically do.
The article that talked about charismatic adults really connected with me. I believe that every student needs an adult to look up to for guidance and support. I have a student this summer who is mainly here because of what their home life is like. It is my goal to give this child a summer of love and support.

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From the Edutopia resource I like the term "charismatic adults." I think it is important for students to be able to identify adults in their life that are positive role models for them who show them resilience. Also, the term "island of competence" referring to students' strengths. Lastly, I think it is always important to give students options to make them feel like they are in control. As humans, we all want to have a feeling of being in control. In the classroom, the options can be as minuscule or as large as you would like them to be which is the great part about being in control of the students' options.

In the Teaching Channel video I really admire the teacher's respect and admiration for her students ability to take on challenges. My goal for next school year is to hype up challenges similar to that teacher to get my students excited to take on challenges!

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I remember watching the video of "Tiger Up" from another week and I still remember it! I would like to have a phrase similar to that in my classroom, grade, or even better yet, in our whole school! It is a quick, clear message to students that struggling through something is normal and expected when we challenge our brains.

In the wait time resource, the reminder to give wait time after a student responds to a question the teacher posed is something I plan to focus on. I currently feel like I am doing well with wait time but it is always helpful to have a reminder of how incredibly important it really is!

Lastly, the tear away resources I plan on using in my classroom next year as daily mantras to practice for my students. I'm not sure if it will be required or not but I think it is a great reminder to students that no matter how small the task may seem it will make a big deal to someone else.

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I loved each resource above, but one new thing struck me: the idea that when students are given significant choice in their work, they will show more resilience.  I have never heard this before, and it leads me to think of ways that I can in continue to involve choice in my lessons.

I loved the attitude of the math teacher explaining that her students embraced every challenge, especially the ones that were really difficult. I would love to hear more about what she does in her classroom!

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I like how the article focuses on having charismatic adult figures in the lives of children will help them to embrace challenges. We did an activity in our grad school class recently that forced us to all struggle and not be good at something. This challenge truly showed everyone that you need to keep trying and practicing! I could see that going hand and hand with this article! Maybe that is something I can incorporate in into my unit plan in some way!

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I enjoyed the short clip on "Tigering Up" as a school wide philosophy! I feel like that would definitely help students if they were hearing it all day long!

Wait time is huge and something I think that all teachers struggle with at times.  Our lifestyles revolve around instant feedback and responses.  We don't have a ton of time with our students so we feel that we need to move quickly to get everything in!  Also, when you teach the same subject over and over again, you as the teacher can feel like they should know it already by the time you reach 5th hour! This is something I have been trying to think about this past school year. With such a fast-paced lifestyle, how can I slow life down for my students. I am a verbal processor and as a teacher I make a million instant decisions all day long! My husband, on the other hand, is very introspective! He needs think time for every decision! It can be very frustrating for me at times because he takes longer to come up with an answer. (but they are always perfectly planned out!) I bet he would have enjoyed more think time in school.

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Oo, I loved the first video of the teacher using the phrase "Tiger Up" as a moto for struggle in the classroom.  It seems positive! I also was really impressed by the teacher explaining that she expected struggle and asked her students about the amount of time they were spending "tigering up." I would love to learn more about her strategies for using this system and if students are responding well to it across the board.

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I am absolutely in awe of the math teacher video from the second resource.  The teacher had so many strategies for students talking to each other about math homework in small groups, explaining their work, and voicing struggle.  I loved how engaged and respectful she was towards students during this time, and I also loved how she used this time to learn from students about what strategies they used and how it could influence her teaching.

This speaks to me once again about classroom culture and putting power in the students' hands. When we give our students autonomy and make them the agents of their own learning, in the right structure, they can be the best teachers.

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Wait time is something that I have started trying to be more aware of while teaching. I now understand the need for and the value of wait time. I know that for even myself, I need some wait time before I can answer a question.

The article about student wait time that talked about teaching students about patience through wait time really connected with me. We are in a time when we can get the answer to just about any question in a matter of seconds by using Google. By giving students wait time, we are teaching them to think and practice their patience before saying their answer. This will also lead to better thought out answers.

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I loved these resources.  I have three very young children, ages 5, 3 and 9 months, and having a welcoming environment where they can take risks and feel big feelings is important to me.  I don't always teach Growth Mindset and fail quite often, but I like reading resources like this to re-center me in what I believe in.

For my classroom, I try and do celebrations of growth and recognition through community building activities. We high five failures, snap for ideas, etc. I feel that whether at home or in the classroom, a warm and accepting environment speaks volumes for how a student will practice Growth Mindset.

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I really liked how these resources are aimed for parents specifically. I think it is very important for teachers to be modeling and teaching growth mindset to students, but it is even more important for parents to do so as well. Children look up to their parents as role models and are going to learn all the good (and bad) habits that you portray.

I think the statements that compared what to say and what not to say are really helpful. I think parents would be willing to adopt these strategies to teach their children, but it has to be easy and not feel like another task.

I also really liked the visual about in and out of my control. This is something I need to practice right now! It can be really difficult for me to not worry about things and I have been trying to not worry about things that are out of my control. This is also a great resources to use in the classroom in regards to behavior. I can see using this with conversations with students and I am assuming special education teachers use visuals like that as well!

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I really appreciated the primary classroom resource. Although I have implemented these things into my classroom, I could always implement them more frequently or on a deeper level. It is nice to see articles that back up what I am already doing, it reminds me to keep going with them, because I am on the right track!

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One thing that really stuck out to me with the resources was the video. I watched it and was shocked thinking back at my educational career as a student. This teacher in the video taught her students to expect to struggle in school. They talked about struggling and struggling and eventually figuring it out and how that is called learning. I thought to myself, what?!? Why didn't I think that way when I was in school. IF I was struggling to learn a concept in school, I was embarrassed, frustrated, and upset. I expected myself to just naturally "get it". When students know that they can expect to struggle to understand a concept in school, they feel normal when they don't "get it" right away.

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Students can do hard things and they can rise to challenges in the classroom. When facing challenges, students need to rely on their growth mindset because they are called challenges for a reason. Some students have all of the confidence in the world, while others need to build their confidence. It has really surprised me how often in the elementary world that I see students with zero confidence at such a young age. Then it falls on the classroom teacher to help build that confidence so students will take risks, take challenges head-on and rely on their growth mindset. I thought the resource with 25 ideas to build confidence in kids, is very applicable to the elementary world. This is something that I will be sharing with my principal to see if she wants to share it with the rest of the staff. The ideas are simple and easy to implement and that's what teachers are looking for.

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The schoology article had many great points about wait time.  If we want students to give their full effort and try hard things, then we need to give them time to process information.  That is where wait time is so important for students, especially EL students.  When we think about an EL learner, they are taking the information and possibly translating it in their brain in another language before they translate it back to English to share with the class.  As teachers we need to be mindful of our wait time because 10 seconds of wait time can seem like an eternity but students need it. Our classrooms are full of unique, individual learners who will process information in different ways and they will all need think time. For some it will be time to process, while others will know their answer immediately but they will practice their patience while others think.

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Our students love to be challenged and to know that we believe they are capable of being challenged. When we tell them that we think something will be hard for them, they are quick to want to prove us wrong. I think it's important for us to challenge our students and to show them that we know they are up for these challenges, because that will help them to go through their education and life wanting to take on difficult tasks and to conquer them. If we show them that we don't believe they are up for challenges, because we never give them one, they will be less likely to take them on in their own lives later down the road. This could cause them to lose out on a lot of great life opportunities that they could have, if they only had the courage and belief that they are capable of taking on and conquering challenges.

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Giving students wait time for them to be able to think things through thoroughly is important, but it's also important to teach students who come up with answers quickly to have patience with their peers and not blurt out or rush them. It would also be beneficial for students who come up with their answers quickly to think of other strategies, or other answers that could be correct as well. This would help them to continue thinking during this wait time, and to help this time to be beneficial and challenging for them as well, rather than these students just waiting for their peers, they would be given an extra challenge and a way to practice their growth mindset.

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This is something I discovered when doing my action research last year.  It was on productive struggle and I couldn't teach them about productive struggle without tying in growth mindset.  They work in tandem.  I really enjoyed the confidence tips for teens because I think confidence in both current ability and their problem solving strategies.  It's hard to take on challenges without any self-confidence.

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The thing that I kept coming back to was the criticalness of wait time from the schoology article. It's crucial. Whether you have a heavily technology based classroom or not; whether you teacher kindergarten or high school. It also stuck with me the idea that too much wait time can make a student feel threatened. It's all about letting kids think. As usual, I love the visual poster with the rip-aways for kids. Something they can take with them so subtly.

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I think we saw the Tiger Up video in an earlier week? Either way, I love the idea. I always try to instill in students that struggle and confusion are a huge part of the learning process...probably the most important part! It is when we struggle or are confused that we can actually learn something. I was thinking of finding a poster (or making one if I can't find it), that says "Confusion is okay...and temporary!"

I also liked the discussion of wait times, which is something I've improved at, but still need to keep in mind more often. I especially like the idea of "Wait Time 2," which is waiting after the students answer, so that you give them a chance to either complete their thought, or perhaps catch a mistake they made before anyone else points it out.

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I think teaching students to enjoy a challenge goes hand in hand with teaching students to enjoy the process of learning. I can relate to the teacher in the video who said she can go home at night feeling like she did a job well done when her students are enjoying a challenge. It is also so rewarding to see the growth my students make from going from being scared of making a mistake to enthusiastic about learning. I really like the tips for building confidence. That is where it really stems from.

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I love it! We are the Tigers too so I am totally stealing this phrase. What a simple, but great way to help encourage kids to keep going. It is so, so important for students to understand what learning truly is. I feel like the majority of my students come into my classroom every year thinking learning is something that happens instantly. Convincing them otherwise takes time and persistence.

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As a teacher we get to know our students at school and we cannot control what happens when they leave our doors. I like the posters with 25 Ideas to build Confidence in kids and 15 Tips to build self esteem and confidence in teens. What great reminders of ways we can make a difference!

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The article about a teacher's role as a charismatic adult gave some great reminders. I liked the part when they spoke about what you can control. Teachers cannot control the student's home life, but we can control the kind of role model we are for the child. This is a great reminder that it is our responsibility to teach that student resilience, regardless of their background. I also really liked the "Bring It On: video. I love telling my students that something I am about to teach them is going to be really hard. Their eyes light up and they are always ready to take on the challenge. Encouraging this reaction helps teach them resilience. I also like the 25 ideas to teach resilience. I feel that this would be something great to hang up around my desk as a reminder.

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I like the teacher in the first videos analogy of "Struggle and figure it out = Learning". That is so true. If everything came easy when I want them to learn they would never reach their highest potential. I also liked the reminder to ask open ended questions and I loved the "Today, I..." printalbes. I will be using them this year in my classroom for students, paraprofessionals and myself. They were good reminders for all of us.

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I like the "Tiger up!" phrase. I think this phrase motivates and helps to contribute to the community in your classroom. At some point, all students are going to have to "Tiger up!", and creating this kind of phrase normalizes the struggle and allows students to feel more comfortable in times of struggle. I also liked the remainder about wait time. Wait time helps to teach students about patience and thinking through a problem. Allowing them to learn about patience during wait times helps them to apply patience and problem solving during struggle time.

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The article about student resilience made me think about a boy I had last year.  Without me hardly giving directions about a paper or a project he would shut down saying he couldn't do it.  I was so frustrated that he wouldn't even try.  I kept telling him not to let his brain think that.  By the end of the school year his confidence had improved so much!
The willingness to praise students taking on a challenge in the video stuck out to me. There are so many ideas that I want to keep in mind and implement into my classroom in the fall.
I like the ideas in the building confidence in kids poster. I really love playing with my students during free time. You can build some strong relationships as well as find out some valuable information. I also struggle so much with making decisions that I love to ask students their opinions when the outcome can truly be something they pick. I feel like it gives them an ownership of their learning too.

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I really like the poster, 25 Ideas to Build Confidence in Kids. I will not only use it with my students but I plan on using it with my own son. They are great reminders and ideas on that poster.
I also really liked the video. I like how she praises how hard the students are willing to work and how well they take on challenges. The way she encourages her students is really empowering for them.
I like to give my students choices when we are going to do an academic game. After I teach the lesson I like to play a game that reinforces what we learned. I usually have a few games in mind and will let the students vote on which one they would like to play. Our students have such little control in their life that it's nice to give them a little choice in their learning.

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In special education, we have been using wait time for as long as I can remember. It helps our students with processing disorders not only have time to process the question but it also helps them to come up with an answer. It makes sense that all students need wait time. I know I would have benefited from it when I was a child. It has always taken me longer to think about what I'm going to say. I also really like the "get back to me strategy." It allows even more time for those who need it but still holds them accountable. I liked the video when she said she wants her students to expect confusion and struggle and how they get past that and figure it out. That's called learning.

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I really liked in the video when she shared that she praises how hard they work and take on challenges- if that isn't growth mindset, I'm not sure what is! I also like how she motivated her students by telling them the concept is really hard and they are considering not teaching it anymore. I'm sure that boosts a lot of students' confidence and challenges many to work hard.

I like the 25 Ideas to Build Confidence in Kids poster! I think those are simple yet, great ideas! I would like to keep those by my desk on the wall this fall and reference the list when needed.

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The article on wait time was very helpful. I like some of the ideas that they shared to incorporate wait time in the classroom. I didn't know what a wait time of 3 seconds is an appropriate amount of time to give students the opportunity to think. I was surprised to read it was only 3 seconds. I found it interesting when they talked about a wait time of more than 20 seconds is threatening to students. It got me thinking about how much time I give my students. I feel like I give them longer than 3 seconds but wonder if I am giving them too much time.

I really enjoyed the video and the saying "tiger up". We are the Wildcats so I wonder if I could use that saying but switch it to "wildcat up". I like how the teacher said that students need to expect struggle and confusion. I think that that is a super powerful statement! When students expect struggle and confusion is where they grow!

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The major take away from this section is that choice breeds ownership and ownership breeds success. As a teacher of strudents who are contronted with Trauma on a regular basis they have very little control in their personal life. At school students tend to enjoy the assignments that allow them to have more control even if it is percieved.

I also love the self confidents handouts. I think I have read over them like 5 times now and am excited to help figure out what strategies are best for some of my students.

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I liked how in the video she talked up the subject to her students. She got her students interested and their mind in the right place before completely telling them what they were going to need to do. I have done this before with my first graders and I agree that it does set them up to be more focused and driven!

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Love this phrase!! Many times this year I talked about how tough a lesson or concept or project was going to be before I started it- I did notice that they were intrigued by that. What I failed to do however was use that as fuel for perseverance- I used it more for the 'make sure you are paying attention and taking notes' angle. I did talk about the brain muscle and the exercise that was going on as they were thinking so hard- but realize I need focus more on embracing the struggle and the challenge.

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I loved how in the video she said, "I want students to expect struggle. I don't want them to think things will come easy all of the time." I think this is such a powerful quote because I do have kids that think they just know everything and don't have to work at anything. Students need to have wait time and time to struggle or they are not learning! I have had this conversation with my class a lot this year. I had a few students who were my blurters. They processed information and thought quickly but when they answered too fast, it then took the opportunity away from others who wanted to share. I started doing a "ready signal." Before asking a question, I will remind me students to show me their ready signal. When they have an idea they give me a thumbs up. If they have more than one idea they keep their thumb up and pointer finger up. Each idea they have, they put up another finger. It has helped a ton with giving wait time.

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In the video I really liked how the teacher said that she wanted to see how the struggle time was going. I really want to remember that phrase. Students need to expect confusion and struggle- that's called learning. The more we say that I feel like the more the students will not be discouraged when they struggle. It should help both the struggling learner and the perfectionists who struggle when they get one wrong!

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There are a few assignments / activities that I do in my classroom where I can remember the students being anxious to begin because they wanted to solve the mystery and accomplish the task. Those are good days but how can I do it even more. I realized this year during the genetics unit that my students needed more of a challenge which is why I wanted to take it to the next level and teach them a di-hybrid cross but due to the numerous snow days (and I don't mean to make that my excuse but it did force teachers to cut out parts of their curriculum) I wasn't able to fit it into the unit! I sometimes underestimate the potential my students have when it comes to taking on complex processes and steps. What do I want my students to say to the incoming 10th graders next year, "Ms. J's class is EASY." OR "Ms. J's class is CHALLENGING!"

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I teach persistence through the microscope. Students looks at protists, bacteria and their own cheek cells under that microscope throughout the year. I preface the labs that contain this action and remind them that they probably won't find what they're looking for right away but that they have to be determined and persistent as they search for the specimen under the scope. For those that truly struggle I tell them to try at least 5 times, sometimes using a new slide that their partner makes for them to find what they're looking for. I found success with that. When I forgot to warn them that it would take persistence to locate the specimen I was getting called over to their scope within the first 10 seconds of the lab until I reminded them that they were going to have to dig into their microscope skills and persist. I'd like to find other opportunities to have them practice persistence.

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As computers have entered into the classroom and as students have become instant feedback machines  the idea of wait time and the uncomfortable feeling of silence becomes an issue in class. I love both the statement about students needing time to process the information and students needing to practice patient decision making. I love the idea of teaching kids to have a process and not making snap decisions before they are thinking. I liked the idea of positive daily intention charts and am thinking of ways that I can implement them into my class. It would be cool to have something like that by the class door and give students the opportunity to do something kind for their community

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I really related to the importance of wait time especially in the time of technology.  In the art class i can see that students are used to getting immediate response due to technology.  They can have a hard time having stamina in art. It takes a long time to create what you want in art and lots of times students get frustrated without getting it done right away. For students to have the time to create and take there time to learn I hope they can remember that in other areas too.

The other part of this characteristic that stood out was teaching kids how to remember their "I am" statements and their "awe" moments . I think they are both such great ways to capture their positive characteristics and things that inspire them.

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I love the topic of challenges because I feel it's something I need to incorporate more into my classroom.  The woman in the video spoke so highly of challenging her students, and I strive to be able to do the same! A great way to work towards this is to give students choice, making them feel more in control of their learning and their school life.

My favorite thing from this characteristic was the idea of charismatic adults. The concept of modeling is so KEY in every part of life, and by adopting this idea it will make for charismatic students! Next school year I am going to start saying things such as "This unit is a challenge, let's work through it." in front of the class as a way to model the behavior I desire.

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How to provide challenging tasks for varying levels?

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How to provide challenging tasks for varying levels?

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“I like a challenge!”

This is not something I often hear in my class, however, going into next school year, it is something I really hope to make present in my classroom. I think embracing the struggle, allowing wait time, and high levels of differentiation.

I really enjoyed the article by Pearson for 5 tips to put challenge at the heart of your primary classroom. My position next year is slightly changing so this made me excited. I will be doing a split position at the middle and elementary school.

When working with students at all different levels sometimes in the same small group, it involves a lot of multi-tasking, organization, and patience. Also, A LOT of differentiation. I hope to continue to provide challenging tasks for my students who are at different levels. I think one way I can do this is allow students to respond in different ways, this will also allow students to practice different skills (writing and speaking). It also does not take a lot of time to reorganize, but it can be a supplementary activity for students who finish early. They could practice their speaking skills. I also think this will be beneficial because based off the recent WIDA scores, I thought my students speaking scores would have been slightly higher.

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“Tiger up” I absolutely loved this idea! I think it is so empowering to see teachers give their students time to struggle in the classroom. The struggling eventually leads into learning.

The teacher in the video from The Teaching Channel said, “I don’t want them to expect things to come easily all the time.”

This had me thinking about one of my students this year, who always wanted my help for every assignment. He always had a question and never fully embraced the struggle. Even though he was more than capable of finding the answer on his own. He truly had never just experienced challenging situations. Also, he was very persistent, and this was a challenge for me because I had to truly train myself on allowing him time to struggle. He would constantly raise his hand and ask me questions, when I know he could have found the answer on his own.

What do you do when you have students who “can’t embrace the struggle?”

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I like the idea of helping students get past struggles.  They need to power through to make their mind grow.
I am printing off the resource, "When it Rains, Looks for Rainbows, When it's Dark, Look for stars". I think the ticket activities would be a good thing to use in Morning Meetings.  We can start by all doing the same activity that day and work up to them picking the one they want to focus on.
I start journal writing with students by coming up with a list of topics they can choose from if they can't think of anything to write about. I want to add the "awe" idea as another choice.

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I like the idea that resilience is a mindset that can be fostered and grown, that it is a set of beliefs about oneself!  So that makes me realize how very important our role a teacher is in creating that mindset!  Also, I think the idea of giving students a choice or more control, which gives them a sense of power to motivate themselves! In the video I really appreciated the teachers words that she praises the students efforts, not how smart they are! I have noticed in my own classroom when I do this it does really make my students enthusiastic and ready to take on more! In the charts, it was interesting to see that “love unconditionally” is number one!  Sometimes that love we give our students, no matter what, will be the only love they feel, so imagine the hope and encouragement we are able to impart to these kids! Also knowing your students is so important, to let them know they are values and significant will open their willingness to learn more and persevere and grow!

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This is concept is so important in everything we do with our kids!   If we could instill this characteristic in each one of our kids think of how successful they would be!  I love the saying “Tiger up!”   And how the teacher took some time to talk to the entire class about it and wanted them all to reflect.  I think it’s important for kids to know we all struggle with things, the important thing is to not give up! There are so many good children’s books about not giving up and learning through the struggle!  Each time I read one of the books, the kids have so many insights and connections!  The visual posters are great as well, I am addicted to quotes and love to put them up as a reminder to me when things get tough, so for sure I will be using those in my class as well!

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Planning engaging lessons can sometimes be such a challenge. Working with all classrooms in the building, I find myself in situations where one class was more involved than the next during a lesson and need to change things up on the fly. I find this challenging sometimes because I teach in the classrooms and not in my room where all of my materials are. Throughout the past 5 years in my role I have definitely become more flexible and less hard on myself when something doesn't go as planned.

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I loved the handout regarding self talk. I start introducing this concept to my K and 1 friends through the Second Step program. It's a tough concept for them to grasp on to sometimes, but the conversations we have throughout the school year based on our initial lesson is priceless. I think how we narrate things to ourselves in our heads is so important. Negative self talk doesn't get us anywhere and often can lead to low self-esteem. We want our learners to feel good about who they are and what they have to contribute. The handout offers great, hands on advice for parents and anyone working with children.

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Persistance is something I can see many of my students benefitting from!  I think the key theme in this characteristic is how to normalize struggle and make it a positive in the classroom. I like how the one teacher called work time, "struggle time." What a great way to let students know from the beginning that if they find themselves struggling with the content, they aren't alone.
The article about wait time with technology was very interesting to me! I use technology very heavy in my classroom and have seen the negative affect of the need for instant gratification. Students don't have the stamina to push through and struggle sometimes, as they've never really had too. It was a very interesting read, and very informative on the different types of wait time to use.

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I especially liked the last video. Using an app like flipgrid would be a great way to collect student - teaching samples to then share with the entire class. The way those 3rd grade students were asked to regurgitate the information must be so beneficial to them truly understanding the content and getting it into their long term memory. I always say - the best way to learn something is to teach it! I do this peer assessment by doing a gallery walk with the kids the day before a test. Each group is given a topic from the unit to research, understand and prepare to teach to their classmates using a poster. Then I split each group up. As they travel around the room to each poster, they know that they're responsible for teaching their topic when they get to theirs.

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Some ways that I like to give individual acknowledgement of personal growth with my students is through personal feedback on their assignments. Assignments that are completed on Google Classroom allows me to type out meaningful comments directed towards their research, sentence structure, ability to explain and answer questions fully.  I like to point out specific details that they used to express their knowledge of the subject. I have heard directly from them that they appreciate this feedback and often use it to improve their future assignments.

I take students out to the school forest to observe ecological ecosystems and bud cap red pine trees to prevent them from being chewed on my deer. I take pictures and write up a summary of our adventures each year which goes into the Milaca Tracks and Tales section of the town newspaper!

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I loved the video that showed students working together in groups to assess a homework assignment. I have been considering trying something like that for a while, but haven't been sure exactly how best to implement it. Going back to the "pairs & squares" idea again, I think it might work well to have students work on their homework in their pairs on the day an assignment is given (hopefully there is a good amount of guided practice time), and then perhaps we begin the next day grouped in their squares and between the four people, they can have some time to evaluate each other's work and results. Of course I would have to include the dreaded "show your work" requirement, or I could also see a lot of just changing answers without the necessary learning taking place.

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One of my favorite things to do in my 5th grade classroom is letting my students be the teachers. Having the students master something and teach it to their class gives them a sense of ownership over their work and pride in their knowledge. I liked watching the video where the students reteach the lesson. This strategy allows students to show their knowledge and understanding of the lesson while also "showing off" what they learned and their public speaking skills.

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I liked the ideas of a student award presentation, and "your shining moment," that were both in one of the articles. On one hand, the student award has students focus on someone else and what they accomplished or how they grew. With "your shining moment," however, students are given the opportunity to focus on themselves and reflect on their own growth or achievements. I might be trying to use the "pairs and squares" concept mentioned in a previous article we read, and I could see how I could blend the student awards with the pairs and squares. I think the person who wrote about it said they usually made it about a three week period where students were paired up with the same partner, and had the same other pair as part of their square. Maybe at the end of each time period, however long I make them, I could ask each student to submit an award for their partner. Part of the award would have to include something specific they did to earn it, and it could be something as simple as the "Got better at solving equations" award.

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These readings reminded me that I need to celebrate and praise the process of the students work, not just the final product. When I first read this key characteristic I thought that all of the readings would resonate with me because I work to not only celebrate my "high flyers", but all my students. As I read the articles I realized that like all other aspects, there is always room for improvement. Celebrating a students journey, and not just their final destination is something that I could definitely improve on.

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My favorite part of these readings was the ideas for teaching teens about growth mindset. I think one thing that I would like to start implementing is talking with my students about how the brain works and grows. I think that doing things like talking about neuroplasticity, especially with older kids, teachings them a new way to think about challenging themselves, growing and working their brains like any other muscle in the body.

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While I found all of the information from these articles useful and interesting, I most enjoyed the article about open and closed-ended questions. I teach 5th grade ELA and it is the first year where the students are having a lot of discussion based learning, as well as leading the discussions. In order for my students to lead and partake in useful and productive discussions, they need to learn how to ask and answer open-ended questions. Asking ans answering closed-ended questions does not encourage students to use their higher-level thinking, nor does is demonstrate strong comprehension of a subject. We have a lot of conversations about how asking “yes or no” questions does not help contribute to a good discussion, and how we can adjust and change our questions to encourage our class to think more, explain their thinking, and show reasoning and comprehension.

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Giving feedback is something that I challenged myself with this year. I wanted to find a way to provide feedback to my students in a productive way, while still making them feel that they are not just being criticized. One way I did this was during writing workshop conferencing with my students 1 on 1 while also organizing peer conferencing. Additionally, I asked for students to provide feedback to me after certain projects, units and assessments. What stood out to me most in this article was the emphasis on asking for student feedback. I think that oftentimes teachers feel so responsible for giving feedback to students, but don’t necessarily want to know what feedback they students have for them. One thing I did realize when asking students for feedback is that once you ask, they are very comfortable giving it to you. I found that my students, although blunt, did have great ideas and critiques to add to my work.

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I think this characteristic might be one of the absolute most important. These articles and this topic really resonate with me because I remember being a young students and feeling so embarrassed and ashamed when I would make a mistake. I do not think that my teachers ever told me that mistakes were bad or tried to make me feel embarrassed, but they also never really told me it was okay to make them. I work very hard to model making mistakes in my class and how to react positively to them. I think students have this idea that teachers don’t make mistakes, which is obviously not the case! In my classroom when I make a mistake I point it out, showing how I “own” it without letting is change how I see the task at hand. We also talk about how to respectfully point out when someone makes a mistake in a way that doesn’t make them feel targeted. I believe that teachers need to model all expectations for their students, which includes how to react to making a mistake.