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https://www.youtube.com/watch?v=px9CzSZsa0Y

https://soeonline.american.edu/blog/growth-mindset-in-the-classroom

https://theconversation.com/coping-with-change-teaching-adaptability-will-help-kids-grow-19726

https://digitalmarketinginstitute.com/blog/students-through-the-decades-how-have-they-changed-education

https://www.smallerearth.com/uk/blog/why-embracing-change-is-essential-to-growth

https://www.linkedin.com/pulse/7-reasons-why-people-dont-like-change-kylie-denton/?trk=articles_directory

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Of the many challenges educators face, one of the most formidable-and least obvious-is student mindset. Teaching students to comprehend, absorb, and apply new material and concepts is challenging under any circumstances. The undertaking is much greater, however, when students doubt their ability to learn.

Can simply believing you have the ability to learn increase your ability to learn? According to growth mindset researchers, the answer is yes.

A more detailed look at mindset theory, as well as some of the ways that teachers can foster growth mindset in the classroom, illustrates mindset development's importance in education.

What Is Growth Mindset?

One theory of intelligence holds that people can be categorized according to their implicit beliefs about ability. People with a fixed mindset believe that abilities are innate, while people with a growth mindset believe that they can acquire abilities through effort and study.

Carol Dweck, a psychologist, developed the fixed versus growth mindset theory. The Stanford University professor's pioneering research, as well as her 2006 book, Mindset:The New Psychology of Success, popularized the concept of fixed and growth mindsets.

To gain a better understanding of what growth mindset is, compare the differences between fixed and growth mindset outlooks and behaviors.

Fixed Mindset vs. Growth Mindset

Fixed and growth mindsets profoundly affect the way that individuals respond to failure. People with a fixed mindset view failure as a result of their lack of ability, while people with a growth mindset see the opportunity to expand their abilities and to work harder and smarter.

The fixed mindset vs. growth mindset dichotomy can also be expressed in terms of goals. People with a fixed mindset wish to appear intelligent because they believe that failing to do so reveals a weakness. People with a growth mindset are much less apprehensive about how their intelligence is perceived because they believe that knowledge and ability can be improved through effort. These outlooks produce almost diametric goals related to learning: a person with a fixed mindset wants to avoid appearing unintelligent; a person with a growth mindset wants to overcome challenges.

While the basic concept of fixed mindset vs. growth mindset is simple, mindset designations are much more nuanced in reality. An important factor of the mindsets is that they can be different in different domains. For example, a person may have a growth mindset in athletic or artistic endeavors but have a fixed mindset in academic endeavors.

Furthermore, mindsets aren't absolute, immovable states. The fixed or growth mindset exists on a spectrum, and even those positions can vary. A person may have a predominant growth mindset in one area-math, for example-but an especially challenging problem may trigger a response that's more consistent with a fixed mindset.

Dweck has described the growth mindset theory as a response to the self-esteem movement, which held that lavishing students with praise builds confidence that leads to improved achievement.

Mindset researchers propose a different approach. Instead of giving students general praise or praising outcomes-an ineffective practice in Dweck's view-teachers should focus on praising students' efforts and the steps they take to overcome challenges and make progress. By doing so they reinforce the simple but powerful idea that ability can be improved.

Benefits of a Growth Mindset in Education

Dweck's early research demonstrated multiple potential benefits to encouraging a growth mindset in education. One of her studies showed that praising students' efforts rather than their intelligence made them more likely to pursue more difficult challenges. Another study demonstrated the influence of simple mindset interventions. Her research showed that students who were taught about developing intelligence went on to perform better in school and exhibit more motivation in the classroom.

Growth mindset has been widely embraced inside and outside of education. (Growth mindset has become a popular topic in the business world, for example.) However, the concept isn't without its critics. Skeptics point out that few researchers have been able to replicate Dweck's results, and much of the corroborating research that's been done has been done by Dweck and her colleagues. Still, mindset research continues to advance, and evidence of the benefits of a growth mindset in education continues to mount.

How to Foster a Growth Mindset in Students

Learning how to foster a growth mindset in students requires time and practice. The approach requires consistent instruction that reinforces and demonstrates the idea that students can improve their ability. At the most basic level, mindset techniques involve shifting emphasis away from outcomes and toward efforts and process. Rather than praising an accomplishment, the instructor praises the efforts and learning steps that led to the positive outcome.

Looking at examples of how instruction and language can be altered to encourage a growth mindset illustrates how teachers can change the way that students perceive the learning process:

Fixed mindset statement: "It's OK if you're having trouble. Maybe algebra isn't one of your strengths."

Growth mindset statement: "When you learn how to do a new kind of problem, it develops your math brain."

Another example stresses the importance of encouraging students to work through problems:

Fixed mindset statement: "Great effort. You tried as hard as you could."

Growth mindset statement: "The goal isn't to get it right immediately. The goal is to improve your understanding step by step. What can you try next?"

Teaching students to be encouraged when they experience difficulty can also reinforce growth mindset:

Fixed mindset statement: "Don't worry, you'll get it if you keep trying."

Growth mindset statement: "That feeling you're experiencing of algebra being hard is the feeling of your brain developing."

A growth mindset approach still demands optimal performance from a student-simply rewarding efforts isn't effective, and, in fact, it can be harmful if the student's efforts are ultimately fruitless.

Part of growth mindset instruction is teaching students to ask for help and to use any resources that can assist them. Just as students are still responsible for learning the material, teachers are still responsible for giving them the tools they need to learn.

10 Strategies for Fostering a Growth Mindset in the Classroom

Helping students develop a growth mindset requires deliberate effort from teachers, but many of the methods can be easily integrated in their existing practices. The following strategies and tips can help educators foster a growth mindset in the classroom:

1. Normalize struggle. Struggle is part of the learning process, and emphasizing and reinforcing that idea helps students react positively when they feel challenged.

2. Encourage engagement with challenges. Portray challenges as fun and exciting, and easy tasks as boring.

3. Embrace the word "yet". If someone makes the statement "I'm not a math person," adding a simple qualifier will signal that a process exists for gaining ability. "You're not a math person yet."

4. Tout the value of hard tasks to the brain. Promote the idea that brains are malleable "muscles" that can be developed. Research on brain plasticity supports the idea of neural growth, and mindset research has shown that believing the brain can grow has a demonstrative effect on behavior and achievement.

5. Demonstrate mistakes and celebrate corrections. Mistakes should be viewed as learning opportunities. Teachers can model this outlook in reactions to their own mistakes and steps they take to correct a mistake.

6. Set goals. Having students set incremental, achievable goals demonstrates the attainability of growth and progress.

7. Develop cooperative exercises. Working together to solve problems emphasizes process and reinforces the importance of getting help and finding solutions. It also deemphasizes individual outcomes.

8. Provide challenges. Part of developing a growth mindset is teaching students to overcome obstacles. A particularly hard math problem or complex writing assignment that stretches their abilities can provide opportunities for growth and further instruction that emphasizes problem-solving.

9. Avoid praising intelligence. This may seem counterintuitive, but praise for "being smart" reinforces the idea that intelligence is a fixed trait. This can be demotivating for the students being praised ("I'm smart; I don't have to try harder"), as well as for those who don't not receive the praise ("That student is smart; I'm not").

10. Don't oversimplify. "You can do anything!" may feel like harmless encouragement, but if students aren't put in a position to overcome challenges, they'll conclude that such statements are empty, and the educator will lose credibility.

How to Foster a Growth Mindset in Teachers and Administrators

Extending the concept of growth mindset theory to teachers and administrators is critical. Research suggests that growth mindset approaches are more effective in supportive environments. However, individuals interested in promoting growth mindset initiatives can encounter resistance. Cultural changes in any institution or system are difficult, but understanding those challenges is the first step to finding common ground and moving forward.

Overcoming Challenges

Changing the instructional practices and policies that teachers and administrators have established can be difficult for many reasons:

Teachers and administrators who have invested time and effort in their current methods of instruction and classroom culture may resist change, particularly if their methods have been successful.

Teachers and administrators who are routinely asked to make changes or adopt new teaching methods may feel skeptical about a new method's benefits.

Teachers and administrators commonly work under tight time constraints that make it difficult to learn new methods or implement new policies.

Teachers and administrators may have fixed mindsets themselves and discount the mindset theory's validity.

Efforts to overcome resistance to growth mindset initiatives should focus on the demonstrated benefits to students. A shared goal of helping students can ease the challenges of culture change.

Five Tips for Creating a Growth Mindset Teaching Culture

Working together to reframe their shared challenges and goals can help both teachers and administrators develop growth mindsets and culture:

1. Value the process over the result. Valuing the process over the result can be difficult in a results-driven environment, but teachers and administrators who value the growth mindset and its long-term benefits are more likely to stay the course.

2. View challenges as opportunities. Students aren't the only ones facing challenges; teachers and administrators can benefit just as much from an outlook that celebrates the process.

3. Experiment with different teaching methods and learning strategies. Helping students build the skills they need to improve is a key element of the growth mindset approach. Teachers and administrators who embrace a growth mindset shouldn't be afraid to experiment.

4. Celebrate growth. Finding teaching strategies that reach students and help them learn should be celebrated with the students, as well as with other teachers and administrators. This reinforces the emphasis on effort and process. It also provides opportunities to share valuable learnings.

5. Communicate about your growth mindset. Sharing successes and failures among teachers and administrators helps to establish a culture that values challenges and a growth mindset.

Providing Tools for a Lifetime of Learning

A growth mindset's defining characteristic-the belief that intelligence is malleable-provides a powerful formula for improving student outcomes. Students who believe that they can get smarter and that effort makes them smarter will put in the effort that leads to higher achievement.

The understanding that they can always learn new skills and overcome challenges through hard work is a lesson students can carry well beyond their school years. As the COVID-19 pandemic demonstrated, many of the learning challenges that students will face can't be foreseen. By helping them develop a mindset that doesn't shrink from challenges and teaching them learning methods that can be applied to any subject or obstacle, educators prepare students for increasingly dynamic work environments and an increasingly complex world.

Educators interested in how education and learning can be life changing should explore American University's School of Education degree programs, including its Online Master of Arts in Teaching (MAT) and Online Master of Education (MEd) in Education Policy and Leadership. Preparing teachers and policy makers to transform the education system to benefit all learners is a core principle of American University's School of Education.

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How to Foster a Growth Mindset in the Classroom | American University

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Embracing a growth mindset can help students learn more and overcome challenges. Explore strategies for fostering a growth mindset in the classroom.

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FOR TEACHERS AND STUDENTS

Mistakes help me learn

I haven't figured it out yet

This may take more time and effort and that's okay

I'm on the right track

I'll try it a different way

It's okay to ask for help when I need it

I can improve with practice

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The Mindset of a Champion | Carson Byblow | TEDxYouth@AASSofia

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Growth mindset is when you embrace a challenge head on with the idea that if you keep trying, you will get it right. Growth mindset can be applied to change. Sticking with the status quo and being reluctant to change coincides with a fixed mindset. We say "no" to innovations, we're less open to new ideas, we fear change and focus on the negative. We think "this can't be done" or "this won't work". By embracing the new and the better, by figuring out how to to adapt to change, and by trying and trying again, we embrace a growth mindset.

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Students are in a constant state of growth and change: cognitively and physically. That doesn't mean as the world around them changes it's easy for them to grow with those changes. Attitude is everything when it comes to growth. Students can learn to adapt to their circumstances by understanding how to control their emotions, challenge their thinking and adjust their mindset.

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Moderating your behaviour, emotions and thinking in the face of change is not easy - but can it be taught? Emotion image from www.shutterstock.com

Across a student's lifetime, their world will change and change again. They're likely to see industry reshaped, medical advancements, and huge changes to technology.

In their own life too, they will begin school, transition to further education or work, move out of home, begin or end relationships, maybe have children, and retire from work.

To navigate this ever-shifting world, young people will need to be adaptable. But is this something you can teach? And what kind of difference can being more adaptable make?

The times they are a changin'

Whereas much research and discussion has focused on young people's resilience, very little has focused on their ability to adapt. Resilience refers to individuals' capacity to deal with adversity, while adaptability refers to their capacity to respond to uncertainty, change, and novelty.

In our recent research published in the Journal of Educational Psychology, we looked at the adaptability of 969 high school students from nine Australian secondary schools. Adaptability was assessed through a series of questions in a survey. These questions revolved around uncertain or changing situations and asked students to rate how effective they were in responding to those situations.

We found there are three parts to adaptability: behavioural, cognitive, and emotional.

The behavioural part involves adjusting one's actions or behaviour in response to uncertainty and novelty, the cognitive involves adjusting one's thinking and the emotional involves adjusting one's positive and negative emotions.

We found that young people who are more adaptable were more likely to participate in class, enjoy school, be more satisfied with life, have higher self-esteem, and have a more concrete sense of meaning and purpose in life. In addition, we included a measure of resilience in the study and found that adaptability was a better predictor of these outcomes than resilience.

The effects of adaptability also went beyond any effects of personality and prior achievement - two factors also included in the study. Adaptability, therefore, emerged as a potent factor in academic and non-academic outcomes.

Teaching adaptability

The results of the study have implications across the school community - for teachers, school psychologists and for parents and caregivers - and for the advice we give students.

But how can we help students become more adaptable?

At school, students will often be faced with changing lessons, a different teacher, new work groups, new academic skills and tasks, fluid social group dynamics, new sporting or creative challenges - and so on.

One advantage of unpacking adaptability into its three components (behavioural, cognitive, emotional) is that advice and guidance can be developed in specific and concrete ways.

When it comes to students behaviour for example, we can encourage students to seek out new or more information or take a different course of action when faced with a new situation. This can be as simple as asking a teacher for some good reading on a new topic or reorganising their study timetable based on a test announced that day.

Even just something as simple as thinking about the opportunities a new situation might create or not assuming that change is a bad or undesirable thing can make a big difference.

Students can also be encouraged to learn to minimise disappointment and maximise enjoyment when circumstances change. Or indeed, keep a level head when in a winning position.

There might also be opportunities to explicitly draw students' attention to some new tasks as they arise and guide them through the behaviours, thoughts and emotions essential to succeed on those tasks. For example, as students make the transition from one year group to another, or embark on a new subject, teachers may identify ways students can adjust their behaviours (such as increasing effort, asking for help), control their thinking (challenging pessimism, self-doubt), and manage their emotions (keeping fear or anxiety in check).

Like most skills, young people greatly benefit from clear and direct guidance from competent and caring adults.

Tomorrow's opportunities

Change, uncertainty, variability, transition and novelty are a reality of life. The extent to which young people effectively respond to this reality will have a significant bearing on their life course - beyond the influence of other important factors such as resilience and personality.

Encouragingly, research and practice show that young people can successfully adjust their behaviour, thought, and emotion - with some at-risk or underachieving youth perhaps requiring more intensive and sustained support to do this. Young people can be taught how to be more adaptable, and then in turn better embrace the opportunities of their ever-changing world.

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Coping with change: teaching adaptability will help kids grow

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Across a student's lifetime, their world will change and change again. They're likely to see industry reshaped, medical advancements, and huge changes to technology. In their own life too, they will begin...

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Part of being a good educator is to grow with your environment and embrace opportunities you're presented with.

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It's time to redefine what it means to teach. Students already learn much differently than they did a decade ago, but educators have been slow to adapt, causing a rift between instructor and pupil that manifests itself in sliding test scores, retention rates, and educational quality in general. With the advent of more sophisticated learning analytics and assistive technologies, we'll begin to move forward, but we need to make some fundamental changes in the way we practise our craft right now.

In fact, that's the keyword: "practise." It's time to stop theorising and start acting, because students aren't going to wait around for the next big shift in pedagogy. Modern society needs teachers who can adapt, quickly and effectively, to the demands of the moment. And that all starts with an awareness of the change happening around us.

Reassessing Student Expectations

"With a smartphone in every student's pocket and Google only a tap away, how can the humble sage expect to compete as the font of all online knowledge?" ask Cris Brack and Michael Cowling of ANU and Central Queensland University, respectively, in a recent piece for The Conversation. "We already know students sometimes don't attend their timetabled lectures, but what has changed is the reason. Rather than sleeping in or being too busy with homework, the common reason we now hear from our undergraduates is that there is no need to come to the lecture. Why come and listen when they can access YouTube videos on the subject, or read a host of web pages where experts lay it out step-by-step?"

While most educators have rejected the notion of the sage-on-the-stage for some time now, Brack and Cowley raise an important point: If students can learn everything there is to know about a subject from a Wikipedia page, where does our authority come from? What exactly do we have to offer aside from expertise?

Mark Bauerlein, an English professor at Emory College, laments the time when students went to their instructors for mentorship. Citing his own experience at UCLA in the 1980s, he recalls a time "when you couldn't walk down the row of faculty offices without stepping over the outstretched legs of English majors lining up for consultations." Students wanted to have conversations outside of course time. They wanted to engage. But all that has changed.

"We may be 50-year-olds at the front of the room with decades of reading, writing, travel, archives or labs under our belts, with 80 courses taught, but students don't lie in bed mulling over what we said. They have no urge to become disciples."

The American Freshman Survey, which has followed students since 1966, confirms this attitude shift with real numbers. Whereas, in 1967, 86 percent of students valued "developing a meaningful philosophy of life" those students now value "being very well off financially." In other words, finding meaning and making money have traded places. This means students no longer look to professors for moral and wordly understanding, Bauerlein says. "When college is more about career than ideas, when paycheck matters more than wisdom, the role of professors changes."

What are teachers to do with these shifting student priorities? One option, Brack and Cowley write, is to embrace the performance aspect of instruction.

"Recognise that students can get information from many places and embrace this by aiming for the lecture to be a highlight reel and a teaser rather than an expert at the pulpit."

Whether or not you've got a theatrical side, the point is this: The information itself no longer matters as much as the way it is presented. Sure, students can read everything there is to know about World War I on Wikipedia, but is that the most enjoyable or thought-provoking way to learn the material? No, and that's where we must force ourselves to evolve. Doing so is not only good for student learning, but also for our own development as teachers.

Performance as a Process

Educator, consultant, and author Doug Lemov spends a lot of his time focusing on performance. And not just his students' performance-his own.

In his books and workshops, Lemov talks about what pace to move around the room, what language to use when praising a student, how to adjust the angle of your head to let students know you're looking at them. Teaching, he says, is "a performance profession."

Lemov created a taxonomy over the years, illustrating how to perform effectively as a teacher, and in 2010 he was asked to develop it into a book. Teach Like a Champion, which lists "62 techniques that put students on the path to college," became a best-seller, and features specific, actionable strategies that increase student engagement.

The reason he focuses on practice, and not theory, is because he views teaching as a process of self-improvement. While many of us might think you're either born a "good" teacher or a "bad" teacher, either possessing that magical knack or not, Lemov believes we can all become good teachers- and we must.

At Lemov's workshops, teachers rehearse asking questions and taking answers- not something you would think takes much practise. But Lemov cites research suggesting that the average time a teacher leaves between question and answer is 1.5 seconds. That is not enough, he says. Imagine you pose the following question to your students: "What was the immediate cause of the first world war?" Three hands go up immediately. You decide which one to pick. That student gives the answer you taught last week: the assassination of Archduke Franz Ferdinand. But what about the student in the third row who was on her way to getting the answer right but gave up as soon as you called on someone else? What if there is another student, in the back row, who does not even bother thinking any more because he knows someone else will always gets there first?

Several institutions use Lemov's book, which is full of points like these, for everyday instructional guidance.

Dixons Trinity in Bradford, England, is one of them. Its principal, Luke Sparkes, says there is "no single innovation or magical personality around which everything revolves, just a shared and relentless attention to better execution." The teachers have a genuine interest in improving, and know that they won't be able to without continual practice and reflection.

"You need a self-critical disposition to work here," said one teacher, Jenny Thompson. And that's exactly what makes the staff so effective.

Doug Lemov adds that his techniques work best when the pupils understand when and why they are being used; "they are not intended to be secret weapons."

"We have high standards, and that means rules," Sparkes says. "But we don't want the kids to feel they have to kick against them, so they need to feel part of it."

When Dani Quinn, head of maths, teaches a lesson on how to calculate the area under a curve, she begins with an explanation of why they are doing the lesson at all, given that they covered the same material last week: "We know from research in psychology that when your brain is forced to retrieve something from memory, it sinks in deeper." When two girls start to whisper to each other as Quinn is talking, she silences them with a swift but detailed explanation of why she is doing so: "It means the others can't hear me properly, which prevents them learning, which isn't fair on them and damages the trust we have in each other. OK, so how do we calculate this value?"

Performing doesn't mean you have to affect anything; on the contrary, it pays to be transparent.

Wearing the 'Facilitator' Hat

Part of honing one's performance is knowing how and when to take on the "facilitator" role, especially when it comes to edtech. And just because they didn't cover it when you got your teaching certificate twenty years ago doesn't mean you can opt out.

A recent Finnish-Swiss-Belgian study found that using technology "changes the role of the teacher from a traditional knowledge provider into a facilitator guiding the students' learning processes and engaging in joint problem-solving with the students." Smartphones, for example, opened up new possibilities where students had a more active role than before. They could write scripts and make videos that illustrated the material being learned. The target group of the study consisted of first and second year vocational students and their teachers from different fields. The researchers focused on the interaction between the teacher and students in various technology-supported learning environments.

Though it may seem obvious that technology can enhance learning, it's often unclear exactly how involved teachers should be in the process.

"On the one hand it is feared that these new technologies will replace teachers altogether," the researchers say. "On the other hand, the expectations towards technology can also be over-optimistic... that it will solve all the problems of learning."

So where do we fit in? It's a little like actors and directors working with a script- who decides how to interpret it?

One sensible response is that we should only use technology if it actually improves learning. That is, not as a fancy supplement, and not because it's "cool." We may try to reach digital natives, as they're called, through their own medium, but this is a mistake if the medium proves to be more interesting than the material.

Determining which "blend" of tech and tradition to use in your course takes experience and time. And you may not find an all-purpose formula. The most important part of being a facilitator is to allow change to happen, so it's okay if you're always trying new things.

5 Ways to Adapt to Change

1. Give students something they can't read.

Don't be a content expert; be a luminary. Be influential. Teach students how to think, laugh, share, fail, and succeed. Not a minute of course time should be spent asking students to read textbook passages or presenting information without insight. Think about the questions Google can't answer and teach those.

2. Be a concept mentor, not a content mentor.

If we don't influence the way our students think, if we just lay the facts out there and call it "teaching," says Bauerlein, then our courses will be "not an induction of eager minds into an enlarging vision... but a requirement to fulfill." Students still need mentors as much as they did in the 1980s, but maybe they don't know they do. It's our job to show them why. If we don't, the notion of teacher-as-mentor will disappear: "When it comes to students, we shall have only one authority: the grades we give. We become not a fearsome mind or a moral light, a role model or inspiration. We become accreditors."

3. Invest in your own continual development.

We could all benefit from being a little more adaptable. Instead of resisting outside change, expect it. Instead of leaning towards self-preservation, lean towards self-improvement. Don't be the teacher who claims to have twenty years' experience when you've only got one year's experience repeated twenty times. Seek out your own professional renewal.

4. Tell students why and how you're changing.

Why does teaching strategy always have to be kept secret from the people it affects-students? As a modern-day society, we share more with one another than we ever have before. Why not discuss change and experimentation with your pupils so that they can feel like they're a part of it? You don't have to administer a survey every time you try a new technique; just keep your learners in the loop.

5. Use technology for the right reasons.

It's going to become harder and harder to separate product from practical use. Start voicing your opinion now about what works and what doesn't, and whether more tech always translates to more learning. If you encounter a situation where you think the old method still works best, don't be afraid to challenge people who suggest otherwise.

Saga Briggs is an author at InformED. You can follow her on Twitter@sagamilena or read more of her writing here.

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The Changing Role of the Teacher: 5 Ways to Adapt | InformED

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It's time to redefine what it means to teach. Students already learn much differently than they did a decade ago, but educators have been slow to adapt, causing a rift between instructor and pupil that manifests itself in sliding test scores, retention rates, and educational quality in general.

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What changes have teachers faced over time?

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What changes have teachers faced over time?

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Integration in schools, National Board standards, and a pay gap between other careers that require college degrees are several changes educators have faced.

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Teacher's Appreciation Week, May 4-8, comes during a trying time this year.

Amid the coronavirus pandemic, teachers have had to adjust to online learning in a matter of days.

This is just one of the many ways educator have adapted to changes over the years - both in terms of technology, regulation, and need.

Here's a look at how being a teacher has changed over the last five decades, including an increase in standardization of coursework, increased demands, and unfortunately, stagnating wages.

Visit Business Insider's homepage for more stories.

Teacher's Appreciation Week, which runs from May 4-8 this year, comes at a particularly difficult time for teachers.

Amid calls for social distancing and self-isolation, teachers have had to take their classrooms online in a matter of days, organizing sessions via Google Hangouts and sending assignments through email.

Like usual, many teachers are going above and beyond their job descriptions - taking extra time to video record interesting lectures that students can replay, or even organizing drive-by parades to keep students' morale up.

Over the years, being a teacher has changed in a number of ways. Chalkboards are now smart boards. Students are using standing desks and stability balls instead of chairs. With changes in education, K-12 teachers have had to adapt to new initiatives and reforms.

Some changes to education, such as the increased use of technology, have made teachers' lives easier. But decreased investment in public school has left teachers with stagnant wages and limited resources, leading to waves of protests and strikes across the country.

Here is a look at all the ways being a teacher has changed over the last 50 years.

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21 photos that show much being a school teacher has changed in the last 50 years

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Teacher's Appreciation Week, May 4-8, comes during a trying time this year. Amid the coronavirus pandemic, teachers have had to adjust to online learning in a matter of days. This is just one of the many ways educator have adapted to changes over the years - both in terms of technology, regulation, and need.

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What changes have students faced over time? 

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What changes have students faced over time? 

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Student equality, technology advancements and student debt are just a few.

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If our grandparents were to enroll in college today, they would suffer severe culture shock. Classrooms have changed drastically not only in the past decade but even in the past five years.

Smart boards, laptops, and digital devices now dominate the classroom landscape. The growing skills gap is also forcing more working professionals to explore education as demand for untraditional skills is growing. This has also changed the face of contemporary student demographics.

Advances in artificial intelligence, digitalization, and technology have also forced many adults in the workforce to rethink their careers as the job market evolves and their roles are no longer needed. Many have also watched their roles quickly transform, requiring a whole new set of soft skills. These situations have helped welcome fast-paced learning with highly specialized topics into the fold, such as online courses and microlearning.

Now, there are older students on campus, with a growing number of part-time learners joining the ranks. Let's take a closer look at how these influences have changed students through the decades.

Profile and Mindset

Even in recent years, there have been some interesting changes to the expected student demographic. According to EAB, there is a growing trend towards 'non-traditional' characteristics with one of the most noticeable changes being age.

The standard profile for college students was recent graduates of high school in the 18 to 21 age group. Today, 1 in 5 students are over 30, and 38% of undergraduates are over 25. Another non-traditional trait is that 35% of students attending college are doing so on a part-time basis and 2 in 5 attend community college.

In addition, the amount of information students are forced to absorb today is also leaving students feeling overwhelmed. Part of this is due to technology, which at face value would appear to offer easier access to research.

However, students don't know how to access it effectively and also have trouble retaining it. Those of lower incomes are at higher risk for information overload.

Flexible Learning

Not surprisingly, the added pressure of balancing work and school has increased the demand for flexible learning options.

According to EAB, over 25% of students have chosen online courses due to their flexibility. Online learning trends include:

App-based learning

Microlearning

Learning Videos

Mobile Learning

Gamification

Virtual and Augmented Reality

Collaborative degree programs are also changing the way people get their diplomas and degrees.

They offer students the option to combine community college with a partnering university to earn credentials. This allows them to use different institutions to obtain a degree at their chosen 'home' institution.

Microlearning and Video

eLearning Industry reported that microlearning accounted for over 60% of learning last year. This approach provides bite-sized learning modules to take in the information that is most important.

This is probably because just 1% of a typical work week is available for people in the workforce for training and development - 24 minutes out of a typical work week.

Microlearning uses 10 to 12-minute videos in hand with interactive tests to allow students to grasp basic information quickly.

For corporate training there are now many video learning platforms available making it an easy and affordable choice to try to close the skills gap which can be adapted and customized to meet a specific learning plan.

Digital Devices and Technology

Digital devices are used in every aspect of life and provide a mobile, interactive tool for learning. Educators are finding ways to use them effectively, including the nuances and process of social channels.

Digital devices also allow students to be more mobile instead of being chained to a desk. Interactive communication such as Skype can also be used for new learning experiences that are shared with other classrooms. This allows for collaboration for projects between classes and even school-to-school introducing experiential learning in many communities.

Technology and digital devices have also made teachers more accessible to students using educational platforms, social media and other means to communicate, upload lessons and assignments, and for assignment submissions. At the same time, many fear that artificial intelligence is the sleeping giant that can replace a teacher with many adaptive software developments opening up various possibilities.

Schools are using the internet as a learning tool with many focusing on IT skills. While many have smart boards in every classroom and students carry around laptops to their lectures.

Student Equity and Identity

Equity is tearing down the walls of systemic policies that have held many students back.

Some good examples include the Global Women's March, Occupy Wall Street Movement, Black Lives Matter, and gender-based rights groups who all are instigating change to create a more tolerant classroom. This also forces teachers to become advocates for students as technology breaks down barriers and shows students the struggles of others.

Individuality is encouraged, something unheard of even 10 years ago. Collaborative projects force different people together to foster tolerance and understanding with more focus on teamwork. Students are also encouraged to be more expressive in their work; something strangely frowned upon in times past.

Critical Thinking Skills

This same approach to group learning also provides a more hands-on environment that can provide students with real life skills that are becoming more important.

These skills will help them in changing roles in the workforce that emphasize the human side and critical thinking that cannot be achieved by technology.

Learning is no longer passive and instead has moved away from the repetitive practices used to force students to absorb information. This approach stifles human development and avoids teaching students the importance of critical thinking.

Student Debt

There has been an increase in student borrowing which in the past ten years has witnessed the following trends:

60% of all graduates borrowed for education in 2008 compared to 52% in 1996

Of those borrowers, the average loan was over $23K for a bachelor's degree compared to just above $17K in 1996

Borrowing rates are highest at private for-profit schools, and more students are attending these schools

24% of bachelor's degree graduates at for-profit schools borrowed over $40K compared to 14% at not-for-profit schools

Interestingly, 47% of students in 2017 were financially independent of their parents, while 42% were living near or below poverty according to the Lumina Foundation.

Adding to finances circling the students of today, San Diego State University researchers found that who studied students from 1971 to 2014 found that about 71% of millennials felt making money was important, compared to 55% of boomers. Millennials also regard their BA as the ' new high school diploma,' feeling it would not help them build financial security.

Students Then and Now

All this information is well and good, but nothing is more revealing than a side by side demographic comparison. Comparing millennials to the silent generation based on education discovered the following:

Millennial women were four times more likely than the silent generation to have the minimum of a bachelor's degree by the same age

3 out of 10 millennial men had at least a bachelor's degree while only 15% of their silent counterparts did.

More millennial women have a bachelor's degree than their male counterparts which is the opposite of the silent generation

Close to a decade ago there were still noted differences between the students of today and those 10 years back.

A Pew Research study found that according to college presidents surveyed, students in 2011 were not as prepared for college as students 10 years prior. In fact, 58% of college presidents said that the high school students of 2011 were less prepared than those who arrived the decade before. In comparison, 6% said high schools had improved in student preparation, and 36% said they were doing the same as they did 10 years ago.

Final thoughts

These profound changes show a distinct shift from the paradigms of an outdated past.

Women are out-educating men, adults are returning to and continuing their education, and the digital age is introducing openmindedness and a new way for people to learn.

Is your institution prepared to compete in this new digital world?

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Students Through the Decades: How Have They Changed? | Digital Marketing Institute

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If our grandparents were to enroll in college today, they would suffer severe culture shock. Classrooms have changed drastically not only in the past decade but even in the past five years. Smart boards, laptops, and digital devices now dominate the classroom landscape.

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Growth is not required, but it's the right choice. 

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Growth is not required, but it's the right choice. 

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When our world changes, we can adapt and learn how to take advantage of our situation. We have the opportunity to build, innovate, and apply new knowledge to what has changed. Growing teaches us to persevere, to be comfortable with failure and makes us more ready to accept the next change we'll inevitably be presented with. The world of education could stay the same as it did decades ago, but what we teach students would no longer be relevant, engage them, or inspire them. By incorporating technology into the classroom and getting creative with its use has allowed us to grow the classroom in ways we hadn't before.

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We see changes in the world of education every day. It impacts the way teachers teach and the way learners learn. We've transitioned to a digital age where classes can be held at home on snow days, where cell phones are used for quizzes, and teachers can stay connected from the comfort of their home. It's hard to get everyone on board with change. In fact, change is a good thing because it presents the opportunity to grow.

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Growth is what allows us to improve upon what we have.

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Many people are afraid of change - when life is uncertain, it's hard to maintain a positive attitude. Yet, it's important to work on this in the same way you work on other areas of your life. Those of us that thrive in these moments do so for a reason.

At the end of the day, transitions are inevitable, and no one person or place can stay the same forever. In pursuit of personal growth, you'll have to embrace change at some point.

When we open our eyes to new ways of life, we're able to learn about what makes the world go 'round. Take a look at how travel and self-development go hand in hand - and how they help you thrive.

How embracing change encourages growth

At its core, change pushes you to become a better person. Though it may not seem like it in the moment, these periods offer lessons that help shape our futures. Whether you undergo an evolution in your personal or professional development, there's much to realize, such as:

Flexibility - Often, we find ourselves attached to a routine. Sometimes, however, an event comes along that disrupts those habits. Flexibility is essential in these cases. You can't let certain circumstances roll right over you - instead, adapt and move forward quickly. In the same vein, change can help us think of new ideas to transform how the world works.

Innovation - Think about it - for thousands of years, people have worked to advance life in every way. Such progress is only possible when we aren't afraid of what lies ahead. Those behind some of the most notable innovations always looked at the next steps in a positive light.

Awareness - Change is only as scary as you make it seem. Maybe you're about to enter a new role and are fearful of how others will see you. Everyone makes mistakes, so let this be an opportunity to humble yourself. Work through each day without concern of failure or rejection. Change helps you to become more self-aware.

These are only a handful of ways that change encourages growth. Still, no matter how these transformations cause self-development, travel is an essential part of experiencing the kind of change you need to blossom.

How travel changes you

When it comes to both self-exploration and exploring the world, a change of scenery and lifestyle are exactly what you need to change the landscape within. When you only experience one place your entire life, you're unable to experience fundamental differences and aspects of the human condition. To create change socially and personally, this exploration is necessary. Travel disrupts your norm in many ways, including:

A change of environment - How extensive is Japanese history? Who built Machu Picchu? What happened at the Colosseum? You can find the answers to all these questions online or in a textbook. But when you head to the physical location, you're met face-to-face with more than just an explanation. Travel takes you further than learning about other ways of life - it takes you outside of yourself and plummets you into them.

A change of attitude - When your environment, social interactions, routines and norms change, you find yourself changing and growing as well. Of course you'll encounter challenges. Maybe you don't speak Spanish or know how to drive on the opposite side of the road. But no matter how small, these challenges are an essential part of your personal growth. For some students, travel is the first time they're introduced to real changes or hurdles in their lives - and overcoming these obstacles makes you more confident and able to conquer future challenges. In your career, you can use these events to talk about growth and how you overcame these hurdles.

A change of perspective - When you visit more of the world, you see the world itself in a new way. You'll visit areas drastically different than those you know personally. This experience will allow you to become more open-minded - and it will expand your knowledge. Not only will you learn new ways of living, interacting and existing, but you'll see where you came from with new eyes.

What embracing change means for your future

Change pushes you to become a more evolved person. You learn how to adapt to new circumstances, think of unique approaches and work to accept yourself. These adventures come together to promote personal growth. Once you broaden your horizons, you're able to connect more deeply with others, take more chances, make stronger efforts and immerse yourself in experiences you may not have considered before.

When you allow yourself to change, adapt and grow, you open the door to a fuller life and a more fruitful future.

Travel and self-development shapes us

Personal growth can only occur when we embrace experiences and allow ourselves to change - and travel is one of the most meaningful ways to deconstruct our former selves and bloom into something so much fuller. Open your mind - who will travel make you?

About the author
Alyssa Abel is a student life writer whose passions include travel inspiration, study abroad and self-development. Read more of her work on her blog, Syllabusy.

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Why Embracing Change is Essential to Growth

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Many people are afraid of change - when life is uncertain, it's hard to maintain a positive attitude. Yet, it's important to work on this in the same way you work on other areas of your life. Those of us that thrive in these moments do so for a reason.

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Change is going to happen whether we like it or not... 

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Change is going to happen whether we like it or not... 

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But why are people so apprehensive about it? Here are a few reasons.

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There was some research done by Mount Eliza Business School who found that over 70% of change initiatives failed due to people resistance. Not because they were not good ideas. Not because they were not backed by sound analysis, but because they didn't bring the people along with them.

As a leader it is critically important that when we are implementing change we think about how we can change the minds of our people.

There is a quote by George Bernard Shaw which says, "Progress is impossible without change, and those who cannot change their minds, cannot change anything."

Understanding why people don't like change is incredibly important. It allows you to deploy empathy when dealing with objections and challenges that arise during change.

In my leading change workshop I have asked over 500 people why they don't like change and here is there response:

1. They think it means more work.

2. They have a sense of loss of control.

3. Uncertainty - better the devil you know.

4. Fear of failure.

5. Doubts that it will work, perhaps due to past failures.

6. They don't see a problem with the current process.

7. Low trust in the company or team to manage change effectively.

If you would like to find out more about how you can develop your skills to lead change more successfully and get the people to come along the journey then join our workshop. Click here to register for our Free LIVE Webinar on the 5 KEY STEPS TO LEADING SUCCESSFUL CHANGE IN BUSINESS!

"The secret of change is to focus all of your energy not on fighting the old but on building the new." - Socrates.

If you are looking to really understand how strong your leadership is, then take our score "How Strong is Your Leadership?" Discover in 3 minutes.

https://leadershipquiz.scoreapp.com/

Want to hear more about our leadership programs then check it out here https://performanceadvisorygroup.com.au/leadership-excellence-program/

Need a confidential and obligation-free chat with us about how we can help you improve your leadership and achieve more success then book here.

https://about.me/kyliedenton

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There was some research done by Mount Eliza Business School who found that over 70% of change initiatives failed due to people resistance. Not because they were not good ideas.

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To change is to make something or someone different; it means to alter, replace or modify. 

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To change is to make something or someone different; it means to alter, replace or modify. 

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"Change is inevitable. Growth is optional." -John Maxwell

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"Change is inevitable. Growth is optional." -John Maxwell

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To grow is to increase or gain in some way; what increases or gains differs. 

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To grow is to increase or gain in some way; what increases or gains differs. 