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This is a blog post outlining multiple ways to implement ice breakers into secondary education classrooms. The ice-breakers are short, but also include the use of creativity, emotional vulnerability, and movement.

The strategies provided in this blog post emphasize multiple facets of fostering connections between teenagers who might strangers to each other. The strategies are divided into several themes including the Talk It Out section which provides ice-breaker strategies for leading discussions and and helping students open up to others.

I value this list because it provides strategies that I can use to create a more welcoming and cohesive classroom culture. Implementing models that require collaboration between students is very difficult if the students do not have a sense of connection with their peers. I will use these ice-breakers at the beginning of the year and implement them occasionally throughout the semester to help students feel more at ease with each other. I am a firm believer in assigned seating and in rotating groups, so implementing these strategies will help students not only do well in my classroom, but build social and emotional skills that they can use throughout their lives.

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30 Icebreaker Activities for High School and Middle School Students

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30 icebreaker activities for high school and middle school students that will help teenagers get to know each other and promote learning.

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This is an article listing multiple strategies educators can implement to ensure their lessons include scaffolding. It also includes an explanation of the why scaffolding matters and its relationship to Lev Vygotsky's Zone of Proximal Development (ZPD), where learning happens.

This is a great resources because it provides concrete examples of what educators can do to ensure instruction is tailored to every students' level.  What I find critical in scaffolding is the gradual path towards a learning goal. Students with low reading scores should be given material that scaffolds them to higher reading levels, otherwise they will remain static in their literacy education.

In my practice, I will make sure that I plan scaffolding into my lessons rather than think about the concept as an abstract idea or something "ideal." The way I will do this is my showing and modeling to students how to do activities and assessments. I'll include the More Knowledgeable Others to ensure that cognitive apprenticeship happens regularly in my classes so that students may use each other's strengths so that learning reaches the the Zone of Proximal Development. Another method I will use is to activate student's prior knowledge by providing prompts and activities that connect the material to their lived experiences. Part of leading to the gradual learning goal is to provide students with enough background that they will succeed in the lesson. To do this I will provide visual aids and pre-teach vocabulary. Finally, I'll make sure that students have time to process the information learned in class by providing them with structured discussions and reflection assessments so that they can take a moment to internalize the experiences they encountered in class.

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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This is an digital workbook with activities and lessons for Social and Emotional Learning. The activities in this workbook are geared towards secondary education students.

The workbook is divided into sections such as Emotions, Social Interactions, Stress Management, etc. These sections provide age-appropriate material on coping with difficult social and emotional situations, building skill sets to manage situations in a healthier way.  The sections are further divided into sub-sections that provide more specific skills such as problem solving, happiness, adaption, etc.

I found this resource while working Social Emotional Learning framework for my content area standards. This resource is very silly! The graphics and the fonts could definitely use an upgrade. But the SEL activities are sound. What I value about this resource is that it provides a template that I can use and adapt to my own course. As an educator, I can take the time to substitute a pre-assessment or formative assessment with an SEL activity at least once a week. Another method is to combine whatever the lesson is on that day with an emotional learning skill. It's extremely important that I think not only ways to help my students grow academically, but also support them in establishing pro-social behaviors.

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https://www.thoughtco.com/strategies-for-building-rapport-with-students-3194262

This is a blog post by Derrick Meador writing for the education website ThoughtCo. In this post, Meador offers 30 strategies on how teachers can build and maintain rapport with students.

Meador emphasizes good educators understand that rapport is something that takes a lot of adaptation and utilizing different methods throughout the school year. The strategies he outlines include incorporating personal stories, using humor, demonstrating enthusiasm for job/content area, talking to students about strengths and weaknesses, listen to students, and engaging in casual conversations between classes.

These are excellent strategies that I can implement as a teacher. It is too frequent that educators and school personnel forget that their job isn't only to teach and perform their tasks, but to create authentic connections with students. Many of the approaches listed on this post are about humanizing the student by demonstrating that I, as their teacher, care about their lives and their wellbeing.

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For teachers, building rapport with students is a component that takes teaching to the next level. Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even months to establish a healthy student-teacher relationship. Teachers will tell you that once you have earned the trust and respect of your students, everything else becomes much easier. When students look forward to coming to your class, you look forward to coming to work each day.

Strategies to Build Rapport With Students

There are many different strategies through which rapport can be built and maintained. The best teachers are adept at incorporating strategies throughout the year so that a healthy relationship is established, then maintained with each student that they teach.

1. Send students a postcard before school begins letting them know how much you are looking forward to having them in class.

2. Incorporate personal stories and experiences within your lessons. It humanizes you as a teacher and makes your lessons more interesting.

3. When a student is sick or misses school, personally call or text the student or their parents to check on them.

4. Utilize humor in your classroom. Do not be afraid to laugh at yourself or the mistakes that you make.

5. Depending on the age and sex of the student, dismiss students with a hug, handshake, or fist bump every day.

6. Be enthusiastic about your job and the curriculum you teach. Enthusiasm breeds enthusiasm. Students will not buy in if a teacher is not enthusiastic.

7. Support your students in their extra-curricular endeavors. Attend athletic events, debate meets, band competitions, plays, etc.

8. Go the extra mile for those students who need help. Volunteer your time to tutor them or hook them up with someone who can give them the extra assistance they need.

9. Conduct a student interest survey and then find ways to incorporate their interests into your lessons throughout the year.

10. Provide your students with a structured learning environment. Establish procedures and expectations on day one and enforce them consistently throughout the year.

11. Talk to your students about their individual strengths and weaknesses. Teach them to set goals. Provide them with the strategies and tools necessary to reach those goals and improve on their weaknesses.

12. Ensure that each student believes that they are important to you and that they matter to you.

13. From time to time, write students a personal note encouraging them to work hard and embrace their strengths.

14. Have high expectations for all of your students and teach them to have higher expectations for themselves.

15. Be fair and consistent when it comes to student discipline. Students will remember how you handled previous situations.

16. Eat breakfast and lunch in the cafeteria surrounded by your students. Some of the greatest opportunities for building rapport present themselves outside the classroom.

17. Celebrate student successes and let them know you care when they falter or are facing difficult personal situations.

18. Create engaging, fast-paced lessons that grab every student's attention and keep them coming back for more.

19. Smile. Smile often. Laugh. Laugh often.

20. Do not dismiss a student or their suggestions or ideas for any reason. Hear them out. Listen to them intently. There may be some validity to what they have to say.

21. Talk to your students regularly about the progress they are making in class. Let them know where they stand academically and provide them with a path for improvement if needed.

22. Admit and own up to your mistakes. You will make mistakes and students will be looking to see how you handle things when you do.

23. Take advantage of teachable moments even when on occasion this ventures far away from the actual topic of the day. The opportunities will often have more of an impact on your students than the lesson.

24. Never demean or berate a student in front of their peers. Address them individually in the hall or immediately after class.

25. Engage in casual conversation with students in between classes, before school, after school, etc. Simply ask them how things are going or inquire about certain hobbies, interests, or events.

26. Give your students a voice in your class. Allow them to make decisions on expectations, procedures, classroom activities, and assignments when it is appropriate.

27. Build relationships with the parents of your students. When you have a good rapport with the parents, you typically have a good rapport with their children.

28. Make home visits from time to time. It will provide you with a unique snapshot into their lives, possibly giving you a different perspective, and it will help them see that you are willing to go the extra mile.

29. Make every day unpredictable and exciting. Creating this type of environment will keep students wanting to come to class. Having a room full of students who want to be there is half the battle.

30. When you see students in public, be personable with them. Ask them how they are doing and engage in casual conversation.

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30 Strategies for Building Better Rapport With Students

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For teachers, building rapport with students is a component that takes teaching to the next level. Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even months to establish a healthy student-teacher relationship.

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This is a short lecture by Cornell psychologist, Robert J. Sternberg, in which he explains the three aspects of his theory on successful intelligence.

I found this impactful because it provides a model that discards the traditional entity views of intelligence in favor of a growth mindset that regards intelligence as various complex processes all students possess and utilize. I now understand intelligence not as a fixed thing that you either do or don't have. While Sternberg advocates for a triarchic theory of intelligence, I see intelligence more as a polygram with multiple vertices- demonstrating strengths, places needing development, and connections between different points of intelligence.

As an educator, I will apply this theory by incorporating lessons and activities that highlight the analytical, creative, and practical aspects of intelligence my students already possess. Additionally, I will include coursework that helps my students generate cognitive pathways to build on the aspects of intelligence that they are still developing.  For example, I will incorporate assignments that require creative thinking skills to help students with practical intelligence build on cognitive processes that produce creative intelligence.

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Robert J. Sternberg - Successful Intelligence

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This is a blog post from, EL Education, a curriculum services organization. It covers the basic premise of entry points,  their relationship to Howard Gardner's Theory of Multiple Intelligences, and offers example of how to implement them in lesson planning.

I enjoyed this post because it provided insights on the various ways educators can provide entry points to help make lessons more engaging and motivating to the diverse intellectual preferences of all students. Additionally, through entry points, educators can challenge students to discover new intelligences they never thought they had. This ensures everyone has an opportunity to learn because they make content more stimulating through a variety of learning methods.

I will ensure to apply this to my classroom by designing lessons and class activities that include the five suggested entry points: narrative, logical-quantitative, foundational, aesthetic, and experimental. These will include stories pertaining to the day's topic, examining graphs and data, debating ethical issues, implementing creative assignments and aesthetic analyses of historically important art, and allowing my students to explore social studies through personal application and role playing.  Through entry points, I will ensure that my students have a variety of stimulating opportunities to engage with my course content and develop metacognitive skills.

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Artifact 2: Effort Effect and Attribution 

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Artifact 2: Effort Effect and Attribution 

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This is an article published in Standford Magazine. The contents of this piece focus on the what makes an individual, or in this case a student, achieve their full potential. The theoretical lens used in this article draws on the work of psychologist, Carol Dweck, to shed light on the relationship between motivation and achievement.

According to the article,  Dweck's work used attribution theory to explain why some students give up and others keep on trying when faced with failure. Attribution theory is the tendency to explain other people's behaviors through their character traits. This means that students have internalized failures in certain subjects or school in general as a character flaw rather than an opportunity to do better. Carol Dweck took this a step further by formalizing her research on mindsets - the notion that students with a fixed idea of intelligence are more likely to be set back by challenges than students who believe intelligence is gained through trail an error, including multiple failures.

The ideas of attribution theory and growth mindsets are extremely important to be as a pre-service educator. My goal is to create a learning environment where students can develop skills on their own. Lecturing at students and then testing them on memorization is an archaic pedagogy I want to avoid. In order to help students learn through more engaging models, I will have to help them develop their own sense of growth by scaffolding challenges, teaching metacognitive skills, and allowing students time, room, and encouragement to try again after failure. I will also apply this in my grading system. Rather than provide points to students  on assignments,  I will offer them feedback and give them opportunities to apply it and modify their work.

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ONE DAY LAST NOVEMBER, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom's Premier League. The Rovers' training academy is ranked in England's top three, yet performance director Tony Faulkner had long suspected that many promising players weren't reaching their potential. Ignoring the team's century-old motto- arte et labore, or "skill and hard work"-the most talented individuals disdained serious training.

On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you've got immense talent, what's the point of practice? If anything, training hard would tell you and others that you're merely good, not great. Faulkner had identified the problem; but to fix it, he needed Dweck's help.

A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck's expertise-and her recent book, Mindset: The New Psychology of Success -bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don't-why some become Muhammad Ali and others Mike Tyson. The key, she found, isn't ability; it's whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.

What's more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance. These days, she's sought out wherever motivation and achievement matter, from education and parenting to business management and personal development.

As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal research was "learned helplessness": lab animals sometimes didn't do what they were capable of because they'd given up from repeat failures. Dweck wondered how humans coped with that. "I asked, 'What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?'" she recalls.

At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the difference between the helpless response and its opposite-the determination to master new things and surmount challenges-lay in people's beliefs about why they had failed. People who attributed their failures to lack of ability, Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply hadn't tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD dissertation.

Dweck and her assistants ran an experiment on elementary school children whom school personnel had identified as helpless. These kids fit the definition perfectly: if they came across a few math problems they couldn't solve, for example, they no longer could do problems they had solved before-and some didn't recover that ability for days.

Through a series of exercises, the experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure-and to succeed. The control group showed no improvement at all, continuing to fall apart quickly and to recover slowly. These findings, says Dweck, "really supported the idea that the attributions were a key ingredient driving the helpless and mastery-oriented patterns." Her 1975 article on the topic has become one of the most widely cited in contemporary psychology.

Attribution theory, concerned with people's judgments about the causes of events and behavior, already was an active area of psychological research. But the focus at the time was on how we make attributions, explains Stanford psychology professor Lee Ross, who coined the term "fundamental attribution error" for our tendency to explain other people's actions by their character traits, overlooking the power of circumstances. Dweck, he says, helped "shift the emphasis from attributional errors and biases to the consequences of attributions-why it matters what attributions people make." Dweck had put attribution theory to practical use.

She continued to do so as an assistant professor at the University of Illinois, collaborating with then-graduate student Carol Diener to have children "think out loud" as they faced problem-solving tasks, some too difficult for them. The big surprise: some of the children who put forth lots of effort didn't make attributions at all. These children didn't think they were failing. Diener puts it this way: "Failure is information-we label it failure, but it's more like, 'This didn't work, I'm a problem solver, and I'll try something else.'" During one unforgettable moment, one boy-something of a poster child for the mastery-oriented type-faced his first stumper by pulling up his chair, rubbing his hands together, smacking his lips and announcing, "I love a challenge."

Such zest for challenge helped explain why other capable students thought they lacked ability just because they'd hit a setback. Common sense suggests that ability inspires self-confidence. And it does for a while-so long as the going is easy. But setbacks change everything. Dweck realized-and, with colleague Elaine Elliott soon demonstrated-that the difference lay in the kids' goals. "The mastery-oriented children are really hell-bent on learning something," Dweck says, and "learning goals" inspire a different chain of thoughts and behaviors than "performance goals."

Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which they're sure to shine-and avoid the sorts of experiences necessary to grow and flourish in any endeavor. Students with learning goals, on the other hand, take necessary risks and don't worry about failure because each mistake becomes a chance to learn. Dweck's insight launched a new field of educational psychology-achievement goal theory.

Dweck's next question: what makes students focus on different goals in the first place? During a sabbatical at Harvard, she was discussing this with doctoral student Mary Bandura (daughter of legendary Stanford psychologist Albert Bandura), and the answer hit them: if some students want to show off their ability, while others want to increase their ability, "ability" means different things to the two groups. "If you want to demonstrate something over and over, it feels like something static that lives inside of you-whereas if you want to increase your ability, it feels dynamic and malleable," Dweck explains. People with performance goals, she reasoned, think intelligence is fixed from birth. People with learning goals have a growth mind-set about intelligence, believing it can be developed. (Among themselves, psychologists call the growth mind-set an "incremental theory," and use the term "entity theory" for the fixed mind-set.) The model was nearly complete (see diagram).

Growing up in Brooklyn in the '50s, Dweck did well in elementary school, earning a spot in a sixth-grade class of other high achievers. Not just any spot, it turned out. Their teacher, Mrs. Wilson, seated the students in IQ order and even used IQ scores to dole out classroom responsibilities. Whether Mrs. Wilson meant to or not, she was conveying her belief in fixed intelligence. Dweck, who was in row 1, seat 1, believes Mrs. Wilson's intentions were good. The experience didn't scar her-Dweck says she already had some of the growth mind-set-but she has shown that many students pegged as bright, especially girls, don't fare as well.

Tests, Dweck notes, are notoriously poor at measuring potential. Take a group of adults and ask them to draw a self-portrait. Most Americans think of drawing as a gift they don't have, and their portraits look no better than a child's scribbles. But put them in a well-designed class-as Betty Edwards, the author of Drawing on the Right Side of the Brain, has-and the resulting portraits look so skilled it's hard to believe they're the work of the same "talentless" individuals. The belief that you can't improve stunts achievement.

Culture can play a large role in shaping our beliefs, Dweck says. A college physics teacher recently wrote to Dweck that in India, where she was educated, there was no notion that you had to be a genius or even particularly smart to learn physics. "The assumption was that everyone could do it, and, for the most part, they did." But what if you're raised with a fixed mind-set about physics-or foreign languages or music? Not to worry: Dweck has shown that you can change the mind-set itself.

The most dramatic proof comes from a recent study by Dweck and Lisa Sorich Blackwell of low-achieving seventh graders. All students participated in sessions on study skills, the brain and the like; in addition, one group attended a neutral session on memory while the other learned that intelligence, like a muscle, grows stronger through exercise. Training students to adopt a growth mind-set about intelligence had a catalytic effect on motivation and math grades; students in the control group showed no improvement despite all the other interventions.

"Study skills and learning skills are inert until they're powered by an active ingredient," Dweck explains. Students may know how to study, but won't want to if they believe their efforts are futile. "If you target that belief, you can see more benefit than you have any reason to hope for."

The classroom workshop isn't feasible on a large scale; for one thing, it's too costly. So Dweck and Blackwell have designed a computer-based training module to simulate the live intervention. Their hip multimedia software, called Brainology, is still in development, but thanks to early buzz from a Time magazine article and Dweck's recent book, teachers have begun clamoring for it, one even asking to become a distributor.

Unlike much that passes for wisdom about education and performance, Dweck's conclusions are grounded in solid research. She's no rah-rah motivational coach proclaiming the sky's the limit and attitude is everything; that's too facile. But the evidence shows that if we hold a fixed mind-set, we're bound not to reach as high as we might.

Although much of Dweck's research on mind-sets has taken place in school settings, it's applicable to sports, business, interpersonal relationships and so on. "Lots and lots of people are interested in her work; it touches on so many different areas of psychology and areas outside of psychology," says Stanford psychology professor Mark Lepper, '66, who as department chair in 2004 lured Dweck away from Columbia, where she'd been for 15 years. "The social psychologists like to say she's a social psychologist; the personality psychologists say she's a personality psychologist; and the developmental psychologists say she's a developmental psychologist," Lepper adds.

By all rights, her appeal should transcend academia, says New Yorker writer Malcolm Gladwell, who is well known for making psychological research accessible to the general public. "One of the most popular pieces I ever did relied very heavily on work done by Carol Dweck," he said in a December interview in the Journal of Management Inquiry. "Carol Dweck deserves a big audience. It is criminal if she does not get that audience." Perhaps Mindset will help; it was written for lay readers.

It certainly cemented Tony Faulkner's belief that Dweck could help the Blackburn Rovers soccer team. Unlike the disadvantaged kids in Dweck's middle-school study, the Rovers didn't think they lacked what it took to succeed. Quite the opposite: they thought their talent should take them all the way. Yet both groups' fixed mind-set about ability explains their aversion to effort.

But aren't there plenty of people who believe in innate ability and in the notion that nothing comes without effort? Logically, the two ideas are compatible. But psychologically, explains Dweck, many people who believe in fixed intelligence also think you shouldn't need hard work to do well. This belief isn't entirely irrational, she says. A student who finishes a problem set in 10 minutes is indeed better at math than someone who takes four hours to solve the problems. And a soccer player who scores effortlessly probably is more talented than someone who's always practicing. "The fallacy comes when people generalize it to the belief that effort on any task, even very hard ones, implies low ability," Dweck says.

Her advice for the Rovers rings true for anyone stuck in a fixed mind-set. "Changing mind-sets is not like surgery," she says. "You can't simply remove the fixed mind-set and replace it with the growth mind-set." The Rovers are starting their workshops with recent recruits-their youngest, most malleable players. (Faulkner realizes that players who've already earned millions from being "naturals" have little incentive to reshape their brains.) The team's talent scouts will be asking about new players' views on talent and training-not to screen out those with a fixed mind-set, but to target them for special training.

In his 2002 essay that relied on Dweck's work, Gladwell cited one of her best-known experiments to argue that Enron may have collapsed precisely because of the company's talent-obsessed culture, not despite it. Dweck's study showed that praising children for intelligence, rather than for effort, sapped their motivation ( see sidebar). But more disturbingly, 40 percent of those whose intelligence was praised overstated their scores to peers. "We took ordinary children and made them into liars," Dweck says. Similarly, Enron executives who'd been celebrated for their innate talent would sooner lie than fess up to problems and work to fix them.

Business School professor Jeffrey Pfeffer says Dweck's research has implications for the more workaday problem of performance management. He faults businesses for spending too much time in rank-and-yank mode, grading and evaluating people instead of developing their skills. "It's like the Santa Claus theory of management: who's naughty and who's nice."

Leaders, too, can benefit from Dweck's work, says Robert Sternberg, PhD '75, Tufts University's dean of the School of Arts and Sciences. Sternberg, a past president of the American Psychological Association, says that excessive concern with looking smart keeps you from making bold, visionary moves. "If you're afraid of making mistakes, you'll never learn on the job, and your whole approach becomes defensive: 'I have to make sure I don't screw up.'"

Social psychologist Peter Salovey, '80, MA '80, dean of Yale College and a pioneer in the field of emotional intelligence, says Dweck's ideas have helped him think through a controversy in his field. Echoing an older debate about the malleability of general intelligence, some scholars say emotional intelligence is largely inborn, while others, like Salovey, see it as a set of skills that can be taught and learned. "People say to me all the time, 'I'm not a people person,' or 'I'm not good at managing my emotions,'" unaware that they're expressing a fixed mind-set, Salovey says.

Stanford psychology professor James Gross has begun extending Dweck's work to emotions. In a recent study, Gross and his colleagues followed a group of Stanford undergrads as they made the transition to college life. Those with a fixed mind-set about emotions were less able to manage theirs, and by the end of freshman year, they'd shown poorer social and emotional adjustment than their growth-minded counterparts.

As she approaches the end of her third year at Stanford, Dweck has embraced the challenge of cross-country culture shock in a manner consistent with the growth mind-set. Nearby San Francisco provides her with the benefits of a great city, she says, including a dining scene that rivals New York's; and the University supplies a more cozy sense of community. She's also brought a bit of the New York theater scene with her in the form of her husband, critic and director David Goldman. He founded and directs the National Center for New Plays at Stanford.

At the Association for Psychological Science convention in May, Dweck will give the keynote address. The topic: "Can Personality Be Changed?" Her short answer, of course, is yes. Moreover, holding a growth mind-set bodes well for one's relationships. In a recent study, Dweck found that people who believe personality can change were more likely than others to bring up concerns and deal with problems in a constructive way. Dweck thinks a fixed mind-set fosters a categorical, all-or-nothing view of people's qualities; this view tends to make you ignore festering problems or, at the other extreme, give up on a relationship at the first sign of trouble. (The growth mind-set, though, can be taken too far if someone stays in an abusive relationship hoping her partner will change; as always, the person has to want to change.)

These days, Dweck is applying her model to kids' moral development. Young children may not always have beliefs about ability, but they do have ideas about goodness. Many kids believe they're invariably good or bad; other kids think they can get better at being good. Dweck has already found that preschoolers with this growth mind-set feel okay about themselves after they've messed up and are less judgmental of others; they're also more likely than kids with a fixed view of goodness to try to set things right and to learn from their mistakes. They understand that spilling juice or throwing toys, for example, doesn't damn a kid as bad, so long as the child cleans up and resolves to do better next time. Now Dweck and graduate student Allison Master are running experiments at Bing Nursery School to see if teaching kids the growth mind-set improves their coping skills. They've designed a storybook with the message that preschoolers can go from "bad" one year to better the next. Can hearing such stories help a 4-year-old handle a sandbox setback?

Dweck's students from over the years describe her as a generous, nurturing mentor. She'd surely attribute these traits not to an innate gift, but to a highly developed mind-set. "Just being aware of the growth mind-set, and studying it and writing about it, I feel compelled to live it and to benefit from it," says Dweck, who took up piano as an adult and learned to speak Italian in her 50s. "These are things that adults are not supposed to be good at learning."

Read a January 2010 update on this story.

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ONE DAY LAST NOVEMBER, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom's Premier League. The Rovers' training academy is ranked in England's top three, yet performance director Tony Faulkner had long suspected that many promising players weren't reaching their potential.

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This is transcript of an interview from Jennifer Gonzalez' Cult of Pedagogy Podcast. In this episode, Jennifer speaks with high school teacher, Thom Gibson, who makes the case for implementing classroom jobs as part enhancing the learning environment.

Thom Gibson argues that classroom jobs should not be relegated solely as a tool in elementary school, applied in secondary education classrooms for their multiple benefits to student wellbeing. Classroom jobs are important because they provide students with a positive classroom community and culture. The jobs also provide students with the opportunity to explore their own interests and learn how to develop job application skills.

I found this resource extremely interesting. As  I think about my role in helping students  work through their cognitive and emotional development phases, I find myself attracted to ways to generate a sense of both autonomy and belonging in my classroom experience. According to Gibson classroom jobs don't have to be silly. They can be applicable to things high school students want to do. These include: DJ, Podcaster, Athletic Trainer, Tech Guru, Botanist/Zoologist, Tutorial Creator, etc. These jobs can help my students feel invested in coming into my classroom and participating every day because they play a role in making it a lively space. They will also feel a sense of belonging and connection with their peers through way they choose to perform these jobs. For teenagers, finding methods of self expression, autonomy, and peer validation are very important for growing into a healthy adult.

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Sponsored by Kialo Edu and Kiddom

This might be the perfect time for this topic. At first I just thought it was a neat idea, something teachers could implement pretty easily, something that would be a nice change of pace from what we usually talk about here.

But now I'm thinking this might actually be the thing that helps wake up a lot of our remote and hybrid classrooms from the white-knuckle, just-get-through-it mentality many of us have settled into as the '20-21 school year grinds through its second half. Just maybe.

I'm talking about classroom jobs, the tasks we assign to students to help keep our classrooms running. This is typically something we associate with face-to-face classrooms during normal times, but I was absolutely delighted -and I don't use the word 'delighted' every day-to learn that not only is it totally possible to assign jobs to students in remote classes, the jobs can make those remote classes really, really enjoyable. On top of that, they'll help students discover and develop passions and talents they can take with them well beyond your class.

When I was a middle school teacher, I didn't do much with classroom jobs. I was too much of a control freak, for one. The other reason was because it wasn't really a part of middle school culture. Elementary teachers are fantastic about assigning jobs to students, but as kids get older, teachers use these kinds of systems less and less. As a result, secondary teachers often work themselves to the bone, doing everything themselves as their students, ironically, grow more capable of taking on responsibilities every year.

Now that I have talked with Thom Gibson about this topic, I wish I could go back to the classroom so I could put some serious effort into establishing a robust system of classroom jobs. Gibson is a middle school STEM teacher from Austin, Texas. He has basically mastered the art of managing a whole program of classroom jobs, and he's made that process work for remote learning, too.

Thom Gibson

In our conversation on the podcast, we talked about why setting up students jobs is such a good thing to do, how to troubleshoot common problems with a jobs system, and what some of Gibson's favorite classroom jobs are-once you hear some of these ideas, I know you're going to want to try them.

Why Setting Up Classroom Jobs is Worth the Effort

It builds positive classroom community and culture. "Students feel like they are actually contributing in a meaningful way that is helping you as the teacher or helping their fellow classmates with something," Gibson says.

It gives students opportunities to explore interests and develop talents. Gibson started to see more value in classroom jobs when he had students create things that could be shared with a wider audience, like podcasts, newsletters, and art. "I started seeing an opportunity to tap into the students' interests with these class jobs as opposed to just getting something done for me."

It lets students learn job application skills. In Gibson's class, students aren't just given the jobs; they have to apply for them. So they gain experience with the job application process.

A Few Cool Job Ideas

Classroom jobs have really evolved past board cleaner and line leader. Gibson has compiled a list of over 25 unique student job titles. Here are ten to get you started:

1. Podcaster: Produces a regular brief podcast on a topic of interest to students, using tools like Soundtrap or GarageBand to make it happen. To keep it manageable, Gibson recommends only having students do one podcast per month, and keeping each episode under 3 minutes.

2. Athletic Trainer: Sets a timer for the middle of a class meeting to lead students in a movement activity, whether students are in the room or in a video meeting.

3. DJ: Plays music for 5 minutes before class. This can be done through the videoconferencing platform if you are remote.

4. Motivational Speaker: Records a one-minute Loom video each week reflecting on a motivational idea or quote to share with the class.

5. Visual Display Artist: Creates posters for in-person class or graphics to be used online for remote learning.

6. Zoologist: Cares for the class pet (or their own pet in remote learning) and lets the rest of the class check in once a week to see how the pet is doing.

7. Tech Guru: Sets up the teacher's classroom tech and helps other students with tech in-person, or troubleshoots and provides help to other students through screen sharing during virtual learning.

8. KonMari Organizing Specialist: Keeps classroom supplies organized. This one works best in an in-person setting, but many teachers probably also have online spaces that could use help with decluttering.

9. Assistant Grader: Helps the teacher with grading. In person, this student would highlight mistakes on assessments for the teacher to look at later. Virtually, this student could assist with some online grading and notify other students when assignments are missing from online platforms like Khan Academy.

10. Tutorial Creator: Makes YouTube tutorials for all kinds of tasks that other students need in the classroom.

Making it Work: The Logistics

A system like this doesn't just spring up out of nowhere; it requires organization and maintenance. Gibson shared a few key components of how his jobs program works:

Job descriptions are provided ahead of time. Students first get a chance to look at all job listings, which include a description of each job along with notes on what personality types would be a good fit.

Students apply for jobs. Gibson has found that this maximizes student buy-in. In the application, students choose their top three jobs and explain why they'd be a good fit.

Job holders get checklists. After students are "hired," (and multiple students may be hired for the same job), they are given job-specific checklists of responsibilities, including when their job is performed, how often, and how to do it.

A teacher's assistant keeps it all together. Although it was not mentioned in the above list, it is essential to have a teacher's assistant whose job it is to remind everyone else to do their job. Gibson recommends looking for "super type-A" students to fill this role.

Teach the jobs like any other curriculum. Students will need practice and feedback to do the jobs right. If a student isn't doing their job correctly, "Make them do it again," Gibson says, "not as a punishment but just as a way of, okay, so now let's try it again."

At a time when we are all hungry for human connection, when classrooms feel more fragmented than ever before, when we sometimes go days or weeks without talking to each other, adding classroom jobs to the mix could be the breath of fresh air we need for our schools. They will give students a new reason to show up, to participate, and to stick around, because in a meaningful way, the classroom will become theirs again.

Learn More from Thom Gibson

Gibson's free course, Essential Student Jobs for the Middle School Classroom of Tomorrow, can be accessed here. His paid course, How to Teach Kids About Money Plus, is here.

Follow him on Twitter, on Instagram, or on YouTube.

Come back for more.
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It's Time to Give Classroom Jobs Another Try

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These fresh ideas for student jobs will invigorate your classroom and get you and your students excited about school again-even if you teach remotely.

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Artifact 7: Responsive Teaching Strategies 

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Artifact 7: Responsive Teaching Strategies 

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This artifact is a list of strategies that can be used for several different scenarios in the classroom. These strategies are tailored towards developing teacher responsiveness.

Responsiveness is a critical component of not only classroom management, but the learning process. Responsiveness entails the quick decisions teachers make to meet their students' needs.  These can include adaptations to planned instruction, changes to educational models used, shifts in classroom structure, etc.

In my own teaching, I will implement several of these strategies to ensure my teaching is responsive to where my students are at. This resources is important because it provides several scenarios where students demonstrate difficulty and appropriate responses to them. For example, if students struggle with following directions, as a teacher, I can reduce the number of steps I'm requiring them to follow to ensure clarity. If students struggle drawing conclusions from lectures or materials, I can use parallels from their cultural and local contexts, creating connections they will understand. Overall, I believe that by implementing more responsive methods of teaching, I will ensure that my educational expertise meets students where they are and provides multiple opportunities to learn.

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This is a list of classroom activities that can be incorporated into a social studies curriculum. The activities revolved around the concept of energizers, which emphasize student mobility and physical engagement with subject matter.

It is critical for educators to involve play as a facet of learning. Both Jean Piaget and Lev Vygotsky emphasized the importance of play in aiding the social and intellectual development of children. Young

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This is an article written as an advisory piece for new teachers. It was published on Education World - a professional teaching website with curriculum resources and professional development material for educators.

The article makes the case that the best way to improve classroom management is by fostering individual relationships with students.  Teachers need to purposefully create habits that foster these relationships - such as greeting each student at the beginning of class, getting to know each student as an individual, and consistently demonstrating interest in the lives and wellbeing of students.

I find this article empowering because it provides a humanistic approach to education. Students are not merely vessels for information and curriculum, but children with dreams, personalities, and struggles. As an educator I will implement the advice provided in this article by greeting my students while I take attendance everyday. Instead of being upset with students that show up late, I will greet them joyfully or leave notes on their desk stating how glad I am they joined class that day. As an educator, I will make an effort to get to know each of my students individually - and foster relationships with students who are "difficult" or pushback by being consistent in my effort to show that I care and want to see them do well not just in my class, but in their lives. This will also help create a welcoming classroom environment where all students will be given a nurturing space to learn and grow.

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The New Teacher Advisor

Classroom management is one of those issues that often is a stumbling block for new teachers. In fact, it can be a stumbling block for veteran teachers as well. More specifically, it is the element of student discipline that causes so much consternation and frustration. Many teachers confuse classroom management with student discipline. They'll say, "I'm having real trouble with my classroom management." When the fact is, it is student behavior problems that are causing them grief.

So, why am I writing about student discipline and classroom management when the title of this column is about getting to know students? Well, the truth is, building positive relationships with your students is the number one way to forestall any behavior problems that can arise in the classroom. The more students know and respect you, the more they will behave for you in the classroom.

So often we enter the classroom and expect our students to respect us without having done anything to earn it. I am the teacher. Therefore you must respect me. Wouldn't that be ideal? Unfortunately, our students do not hold the same view, especially older students. "Why should I?" they ask. "What's in it for me?"

Think about it for just a minute. When was the last time you automatically respected a person you'd only just met? Normally, it takes me a while. That person's actions, consistent over time, will eventually earn my trust and admiration. So why should we expect to receive this instantaneously from our students?

Building positive relationships with our students is about taking time. We must take time every day to say hello to each one. We must take time to find out how each student is doing and to talk one-on-one. We must take time to care about each student in our classroom. This isn't always easy. Below are a few ideas to help you get started and to help you when working with those challenging students.

First, schedule some time in your lesson plans to go around the room and greet each student. I schedule that during the first five minutes of class. While my students are working on their focus assignment and copying down the homework for the day, I take my clipboard and go around to each student. I check the focus assignment, make sure they've copied the homework in their planner, and say a quick hello. It gives me an opportunity to gauge the student's emotional state and see whether we are having a good, bad, or so-so day.

If a student looks as though something is going on in his or her life, I'll take the time to stop and ask "How are you today? You look a little sad. Anything you want to talk about? Let's talk when I get everyone started on the class assignment." That lets the student know that I noticed, I care, and I'm willing to take time out of my day to talk. Some will not want to talk, but others will. It is the gesture that starts the relationship.

Second, actually take the time to talk to your students and get to know each one as a unique individual. You will find so many different personalities stuck together in one classroom. By getting to know those personalities, you have a better understanding of how they will interact with one another. That understanding will help you in planning groups, defusing possible situations, and coping with problems that arise.

If you continue to see your students as a group (Period 1 or ELA2), you are focusing only on the group personality and are missing the individuals. How then can you deal with two students who might be arguing? John might have a laid-back personality and require much baiting before he'll fight back. Sal might have an aggressive personality and constantly bait others sitting near him.

Let's say April comes to you and says, "John reached out and hit Sal while you were working with Joanne in the back of the room." What do you do? If you only interact with the class as a whole, you might be inclined to think that John deliberately hit Sal for no apparent reason, and send him to the office. That might result in John feeling unjustly punished and start feelings of resentment toward you. Sal might celebrate that he pulled the wool over your eyes. Woo hoo! Now, what else can he get away with?

If you've developed a relationship with both boys, however, and know the personality of each, you are better able to discuss the issue with them and come to a decision regarding consequences. John might get a consequence for hitting Sal rather than coming to you, but he is not punished as harshly as he might have been. Sal gets a consequence for baiting John and understands that this behavior will be watched for and not tolerated in your classroom. Can you see how knowledge of the individuals in this scenario affects the possible decisions?

Third, take time to show students that you care what is happening in their lives. When you see one of your students upset, find out what is going on. Take the student aside and ask probing questions to get the heart of the matter. Show sympathy and let students know that you are there to listen when they need you. Often just the simple act of taking the time to listen is enough to show a student you care.

That isn't always easy. You will have those students who will bait you, challenge you, and disbelieve you. Those are students who live in situations where there is no trust in the home or who are belittled and abused by their own family. If their own family treats them so badly, then why should you care? There are no blood ties between you. Why would you go out of your way to help them? Many of our students test and challenge us as a dare to themselves. No one else in my life cares about me, so I'm going to go ahead and push away this teacher. That way I can't be hurt.

When you come across a student who seems to have a chip on his or her shoulder, who constantly baits you, or who goes out of the way to make you miserable, that is the student you need to consistently show you care. Ask after that student each day. "How is your day today?" Student: "What do you care?" Teacher: "How was your day today?" Student: "Okay, I guess." No matter what the response, continue to ask. Do exactly as you would for a friend, no matter what. Let the student know, "No matter what you say or do, I will still care about you."

Now those students will really push and test you. Just how far will you take this caring thing? If you can outlast the testing, then you will have gained the respect and trust of a person who has had little of that in his or her life. Most likely you will end up with someone who will admire you for life. You also will see a sudden drop in behavior problems as that student is now on your side.

Don't give up on any of your students. Get to know each as a human being and not just as a student. You might find yourself quite surprised by the amazing thoughts that go on inside their heads. During your career, you'll find many kindred spirits and many friends who will continue to come back and visit you. You also will find a huge drop in behavior problems. That doesn't mean they'll go away completely. Kids will be kids, after all. However, you should not have as many problems as you did before. Why? Over time, taking the time to talk, listen, and care have earned the respect of your students.

An added benefit is that they'll pass the word to those students younger than themselves. "Hey, hope you get Mr. _____ next year. He's tough, but he's cool! Mrs. _____ is strict, but she's a great teacher!" In the end, you will be remembered as someone who took the time to treat each student as an individual, as a person, and you will be loved for it.

Education World®
Copyright © 2012 Education World

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Getting to Know Your Students | Education World

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Classroom management is one of those issues that often is a stumbling block for new teachers. In fact, it can be a stumbling block for veteran teachers as well. More specifically, it is the element of student discipline that causes so much consternation and frustration. Many teachers confuse classroom management with student discipline.

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This is a video covering the basic components of learning through shaping.  It is a concept influenced by the behaviorist approach to psychology and education.

The video defines shaping as "successively [reinforcing] behaviors that gradually approximate the target behavior." In other words,  reinforcement of desirable behaviors or skills is done gradually.  It's important that educators return to this concept to help students who are struggling perform well in class and achieve both appropriate behavior and engage with the material.

As a teacher, one of my goals is to help students develop critical literacy skills. My curriculum will emphasize writing in a variety of formats to form argumentation and engage with primary sources. In order for my students to succeed in my class, I will implement shaping into class activities to help my students gradually develop the writing skills they will need to complete assessments. By using positive reinforcement, constructive feedback, and observing the gradual growth of students in writing skills, I will ensure my curriculum empowers students to produce high quality writing.

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Operant conditioning: Shaping | Behavior | MCAT | Khan Academy

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This is a blog post on the higher education pedagogical website, Faculty Focus. The writers are two university professors, Shazia Ahmed and Lisa Rosen. Here they emphasize the importance of growth mindset for both student and educator.

Establishing a critical connection between learning outcomes and believes about learning, Ahmed and Rosen provide practical advice on how educators can instill a growth mindset in their students.  Both professors claim that reviewing the differences between fixed and growth mindsets with students, while presenting them with research and literature on the matter, can create an opportunity for students to consider their believes about their own learning mindsets. Educators can promote a growth mindset through the specific feedback they provide students and ensuring alternative strategies as well as reflections assessments. However, the most important advice that the writers provide is a call for educators to develop a growth mindset for their own pedagogical success.

I find this important for my teaching because it provides a guide on how to implement a growth mindset in my classroom.  To ensure I play a part in deconstructing the myth of a fixed intelligence, the first lesson of every course will introduce students to materials and research on fixed v. growth mindsets. I will then provide a reflection assignment so that students can identify their own mindset and challenge them to find alternative approaches to learning. This is important to me because it will make my classroom a space that is welcoming of mistakes and learning as opportunities for growth rather than an asset to possess.  I strongly believe that introducing this concept and reinforcing it throughout my course will help "at risk" students feel more confident about their learning and view school as a welcoming environment that encourages their personal development.  Another important lesson that I will take from Ahmed and Rosen's article is the need to continuously work on my own pedagogy. Teaching is not something individuals are either good or bad at. It's a skill that requires development over time and adaptation to new challenges. By attending conferences, reading books on pedagogical research and educational psychology, observing experienced educators, and accepting constructive feedback, I will develop a growth mindset regarding my own teaching skills.

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Faculty Focus | Higher Ed Teaching & Learning

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There is increasing awareness among K-12 educators on the importance of fostering a growth mindset. A recent survey by the Education Week Research Center (2016) indicated that 45 percent of K-12 educators were well acquainted with the concept of growth mindset, and almost all believed that nurturing a growth mindset in their students would improve learning outcomes. Although mindset is receiving a great deal of consideration in the K-12 classroom from teachers across disciplines, there has been less attention devoted to this concept on college campuses outside of departments such as psychology and education.

Mindset refers to an individual's beliefs about abilities and intelligence (Dweck, 2015). Those with a fixed mindset view abilities and intelligence as fixed constructs; in other words, abilities and intelligence are seen as static and immutable. Conversely, those with a growth mindset believe that abilities and intelligence can develop as the result of effort and training. In line with these self-theories, students with a growth mindset tend to put in more effort, be more persistent, and in turn, have better grades and achievement test scores. In contrast, those with a fixed mindset may believe they lack the fundamental ability to succeed and quickly give up when faced with failure (Dweck, 2008).
Growth mindset for students
If a growth mindset is so advantageous for students, how can you promote a growth mindset in your undergraduate students?

Teach your students about growth mindset. Research has shown that we can successfully teach students to develop a growth mindset, which can increase student engagement and performance (Dweck, 2008). Share the empirical articles on mindset with your students and incorporate this concept into your class discussions as much as possible and at key times, such as after a challenging exam.

Pay attention to the types of feedback you provide students. Some feedback encourages a fixed mindset (Hadley, 2017). For example: "You aced that exam! You are really a natural at math." However, feedback can be framed to promote a growth mindset, such as: "You did an excellent job on that paper. I can tell how much time you put into researching a wide variety of sources."

Encourage reflection and the adoption of alternate strategies, when needed. Some students will face difficulty even when they have put in the effort. In these instances, encourage your students to reflect on their preparation and performance and consider new strategies. Exam wrappers may be one way to promote this type of reflection.

Growth mindset for teachers
We are just beginning to examine the positive effects of a growth mindset for educators. Some educators believe teaching is a natural ability that you either have or don't have (i.e., a fixed teaching mindset) whereas others believe teaching ability is something that can be developed (i.e., a growth teaching mindset). Just as with students, there are benefits of a growth mindset for faculty.

Here's why you should have a growth mindset:

Greater focus on learning and professional development. Faculty who believe they can improve are more likely to seek out opportunities to learn, including taking on directed readings, observing experienced instructors, and attending workshops and other trainings (Gero, 2003).

Improve from feedback. As faculty, we are continuously assessed through student evaluations and/or observations. Those with a growth mindset are more likely to apply appropriate constructive criticism to improve their teaching while those with a fixed mindset take critiques as a sign of limited teaching ability.

Take more risks and persevere. Faculty with a growth mindset are not afraid to try new things in their classrooms. As we all know, sometimes our new strategies do not work! Those with a growth mindset continue to search out new pedagogical techniques and don't give up.

Encouraging success in our own students. Faculty with a growth mindset model this type of thinking for their students. In addition, if we believe our ability is fixed, we likely think the same of our students, which is limiting (Auten, 2013).

Thomas Edison said, "Genius is one percent inspiration and 99 percent perspiration." This quote exemplifies the growth mindset, and it is something important for us to remember and share with our students.
References
Auten, M. A. (2013). Helping educators foster a growth mindset in community college classrooms. (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3591125)

Dweck, C.S. (2008). Can personality be changed? The role of beliefs in personality and change. Current Directions in Psychological Science, 17, 391-394.

Dweck, C.S. (2015). Teachers' mindsets: "Every student has something to teach me", Educational Horizons, 93, 10-14.

Education Week Research Center (2016). Mindset in the classroom: A national study of K-12 educators. Retrieved from https://secure.edweek.org/media/ewrc_mindsetintheclassroom_sept2016.pdf.

Gero, G. P. (2013). What drives teachers to improve? The role of teacher mindset in professional learning (Doctoral Dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3605669)

Hadley, J. (2017). Learning mindsets in the secondary classroom: Implications for instruction and professional development (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (Proquest No. 10666708)
Dr. Rosen is an assistant professor of psychology and an experiential faculty fellow at Texas Woman's University. Dr. Ahmed is an associate clinical professor of biology and an experiential faculty fellow at Texas Woman's University.

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A Growth Mindset: Essential for Student and Faculty Success

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There is increasing awareness among K-12 educators on the importance of fostering a growth mindset. A recent survey by the Education Week Research Center (2016) indicated that 45 percent of K-12 educators were well acquainted with the concept of growth mindset, and almost all believed that nurturing a growth mindset in their students would improve learning outcomes.

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This is an article regarding the constructivist theory of learning. Its psychological implications are detailed as well as its applications as an educational model.

I found this to be a helpful resource because it emphasizes how education can become a more interactive process for students. Knowledge is socially constructed and its meaning and value is formed through a collective process in the environment the student is learning in. The article emphasizes that every student brings knowledge and personalized experience into the classroom. The most effective method to make learning meaningful is to engage the student in problem solving and construct knowledge through new experiences.

In my teaching, I will attempt to use the constructivist approach as much as I can. This may difficult at times due to the structure of the education system and external issues I will not be able to control for as a teacher. However, I will implement a constructionist approach to my history and social studies curriculum by building onto what students' already know and guiding students to form questions about the class content, driving their own curiosity. I will also ensure that students have projects and assessments that allows more opportunities to interact with relevant problems that inspire students to engage with evidence and formulate their answers and conclusions.

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Constructivism Learning Theory & Philosophy of Education

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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into