# data[].attributes.body
The pd with Keri Baker was a great reminder of best practices with managing behavior.  A few concepts that resonated with me are:
* Feed the Good. Try to provide two instances of praise before issuing a redirection.
*We teach  and intervene with struggling math and reading students. We should embrace behavior difficulties the same way.
*Use nonverbal cues to redirect as well as engage students in learning.
Ms. Simmons

# data[].attributes.body
I observed Ms. Hilton and Ms. Coleman during their language arts block.  We all work so closely together to accelerate the progress of our most fragile students, but our teaching is done in such different settings.  It was very helpful to observe what my intervention students are doing in the classroom and how I can better support the link between intervention lessons and the classroom.

# data[].attributes.body
The Bridges follow up was extremely helpful. I was reassured that incorporating small group rotations was "allowed" and necessary. I also learned more about Dreambox and how it can be used along with the Bridges program to support math learning in the classroom  (especially as an extension for the advanced group in my class). Cathy Demers acknowledged the amount of work required by this program and stressed that doing two workplaces well is better than trying to do all six workplaces semi-well. Although I hope to build my class up to that number of work places I will cut back and master two/three before adding more.
-Allie Rodis

# data[].attributes.body
We met with Cathy Demers to follow up with the implementation of the Bridges math program.  She reassured us that meeting with small groups and not following the Bridges "free choices/6 work places daily" format was ok.  She was going to recheck with her supervisors/district math people about paying teachers to create Google Slides/smart board lessons for the modules as well as student friendly directions for the work places.  Her recommendation for differentiation for higher students was to use DreamBox (although we are already using Edgenuity at Stono).  As we have now taught almost two full modules of Bridges, I am becoming more comfortable and fluid with the teaching format of the lessons.  My students are really enjoying the work place games.  I will continue to supplement additional activities for my higher students that Bridges does not provide.
-B. Hilton

# data[].attributes.body
This PD reminded me that when one has a growth mindset their eyes can only see success. In my opinion, having a growth mindset is a healthy way to view a challenge. This PD reminded me that every child we come into to contact with academically can succeed. As the educator we just have to believe that every child can. It also gave me the chance to reflect on the type of mindset I have.
L.Smalls

# data[].attributes.attachment_link.readable_text
A lot has been written on the power of developing growth mindsets and why it is important for both personal satisfaction, long-term confidence and business performance.

The concept of a growth mindset was developed by psychologist Carol Dweck in her book Mindset: The New Psychology of Success.

According to Dweck, a mindset is a self-perception or self-theory people feel about themselves.

Fixed versus growth mindsets

Dweck differentiates between a fixed and growth mindset:

Fixed mindset: People believe their qualities are fixed traits and believe talent creates success without effort. Those who have a fixed mindset and fail at something often feel they can't successfully complete their task because improvement of in-built qualities is not possible.

Growth mindset: People believe their basic abilities can be developed through persistence and effort and that brains, and talent, are merely a starting point. These people embrace learning and do not fear failure.

Crucially: those with a fixed mindset can develop a growth mindset.

While many people are convinced on the importance of growth mindsets, encouraging others to develop them - or doing so yourself - can be difficult.

So what words are actually useful on a day-to-day basis?

Take a look at this chart produced by Halfway Houses Primary School in Kent - who define themselves as a 'growth mindset' school - which outlines phrases typically used by those with a fixed mindset and the types of phrases that those with growth mindsets use.

In terms of managerial behaviours, these phrases can be extrapolated to be used with employees. So when something doesn't go right, managers could say:

"What other strategies could we use here?"

"Let's develop a Plan B as Plan A doesn't work."

"Take another few days to explore further options and we can tackle this from another angle."

"Let's take a look at why this failed and come up with a strategy that has more chance of success."

Sometimes knowing what to say can make all the difference. These behaviours can help your direct reports develop growth mindsets and 'no blame' mentalities to encourage innovation and performance.

# data[].attributes.attachment_link.title
These words help people develop growth mindsets

# data[].attributes.attachment_link.description
A lot has been written on the power of developing growth mindsets and why it is important for both personal satisfaction, long-term confidence and business performance. The concept of a growth mindset was developed by psychologist Carol Dweck in her book Mindset: The New Psychology of Success.

# data[].attributes.body
We met with Cathy to discuss the implementation of the new math curriculum. The PD was useful as it helped me learn more about the online program, "Dreambox". I have since explored the Dreambox website and look forward to utilizing this in our daily routine, working in with our Compass learning program. I learned more about the option to meet with Cathy through virtual workshops to answer future questions. I appreciated Cathy's knowledge and understanding with the implementation of a new program and look forward to becoming more comfortable within the Bridges program.

# data[].attributes.body
I found the Bridges follow up to be helpful and answered questions I had been having since starting this new program. It made me feel not alone in that this program can feel overwhelming when starting out. I am happy to hear there will be virtual meetings that will be held to get even more guidance in how to teach Bridges.
-Sarah Coleman

# data[].attributes.body
I attended the workshop with with Keri Baker on how to verbally and nonverbally solve issues. I was glad to know that I was doing some of the strategies that were mentioned. I learned about some other interesting things like social stories that would help reduce or deflect negative behaviors. I was able to see that using pictures and/or images to show my expectations are great for kindergarten students on all levels. I plan to use more pictures and ensure that my tone always reflects my desired action. This workshop was very beneficial.

# data[].attributes.body
I appreciated learning some of the silent hand signals that teachers can use to communicate with students without creating a disruption. Our group talked about trying to create a common language/set of signals that we can use school wide so that expectations are clearly and consistently communicated to students. It was also helpful to be reminded to focus on giving positive attention. It is so easy to fall into the trap of giving negative attention. I am going to work on acknowledging positive behaviors in my intervention students.
-Whitney Chatterjee

# data[].attributes.body
I enjoyed learning about new strategies to help prevent behavior problems. Implementing the nonverbal hand signals and using verbal reminder cards will be an extremely useful tool. As soon as the training ended, I immediately started to look for the positive behaviors vs. the negative and remind myself daily to give out that postive recognition.
RCollins

# data[].attributes.body
I attended the PBIS training that offered strategies to help stop behavioral problems BEFORE they get out of hand. I like the nonverbal handsignals that was a suggested strategy I I also was reminded that pointing out 2 positive behaviors to every one bad gives recognitions and positive attention to those students that really do what is expected of them.
S. Hardy

# data[].attributes.headline
Growth Mindset.  The Power of YET.  I felt engaged and challenged by the PD.  It is exciting to think about allowing our students to evolve and not just stamp a grade on their current state.  I need to work harder on encouraging my boys and girls to stretch their minds and their TRY.  I am also working on being more open to change in my planning so that students have the flexibility to linger when they need to and jump ahead when they can.  My teaching needs to be more responsive to their individual situations.  And I need to recognize that those situations change from day to day, skill to skill, and strength to strength.

# data[].attributes.subject
Growth Mindset.  The Power of YET.  I felt engaged and challenged by the PD.  It is exciting to think about allowing our students to evolve and not just stamp a grade on their current state.  I need to work harder on encouraging my boys and girls to stretch their minds and their TRY.  I am also working on being more open to change in my planning so that students have the flexibility to linger when they need to and jump ahead when they can.  My teaching needs to be more responsive to their individual situations.  And I need to recognize that those situations change from day to day, skill to skill, and strength to strength.

# data[].attributes.body
- Katherine Engelbrecht

# data[].attributes.body
I attended the GRIT/Growth Mindset PD with Mrs. Tackitt and Mrs. Chatterjee. It was a very informative and full of great ideas for my life and classroom. We had to attempt an brain puzzle activity where we tried to recreate something we could only look at. It put us in the shoes of our students who have a challenging/new work. We learned about fixed vs. growth mindset. We watched a TED video of Carol Dweck about this topic and Now vs. Yet (the power of yet). For classes steeped in yet, equality for all groups of students happens. I will bring this mind set into the classroom by using this language with my students. Instead of no, say you don't have the answer YET. It will help both myself and my students move toward the growth mindset.

# data[].attributes.body
During the Bridges Math PD, we cleared up questions and misconceptions about the program. We discussed the fact that students do not have the background knowledge required of the curriculum and concluded that this is okay and will come with time. It is a work in progress and if we are not able to get all components in, that is okay, they will come with time. We also discussed the ZOOM online video conferences for teachers to have their questions/concerns answered.

# data[].attributes.body
Math Workshop
This workshop was very informative, insightful, and educational. I thought the information that was shared allowed me to think about the way I have structured my own classroom and how I can improve math groups in the future. There were several different topics that they discussed in their presentation, from differentiated instruction to math note booking. In this workshop I learned that consistency, structure, and efficient planning is key to having successful math groups in your classroom. I also found the setup of their daily schedule allowed each student adequate time in each math station to be able to explore the materials to gain additional  understanding on how a math concept is solved. As I move forward in the profession of education I keep in mind that planning and using purposeful material during instructional time is crucial to the success of your students learning.

# data[].attributes.body
This workshop was very informative, insightful, and educational. I thought the information that was shared allowed me to think about the way I have structured my own classroom and how I can improve math groups in the future. There were several different topics that they discussed in their presentation, from differentiated instruction to math notebooking. In this workshop I learned that consistency, structure, and efficient planning is key to having successful math groups in your classroom. I also found the setup of their daily schedule allowed each student adequate time in each math station to be able to explore the materials to gain additional  understanding on how a math concept is solved. As I move forward in the profession of education I keep in mind that planning and using purposeful material during instructional time is crucial to the success of your students learning.

# data[].attributes.body
I thought the hand signals and visual cues discussed during the PBIS session were excellent nonverbal strategies to use to strengthen classroom management. I like the strategy of acknowledging two students that are exhibiting the wanted behavior before correcting a student that is not. I am going to work on "feeding the good."

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How do these silent signals promote active listening and participation?

2. Which silent signals could be adapted for use across subject areas?

3. How did Ms. Saul respond to the needs of her class to create a dual-purpose silent cheer?

Teachers

English Language Arts Math Science Social Studies Arts / 3 / Teacher

# data[].attributes.attachment_link.description
Third grade teacher Jen Saul uses a variety of silent signals to encourage participation and engagement in math. Jen has signals to show agreement, thinking, answers, and appreciation. After thinking about the needs of her students, Jen developed silent cheers as a way to show excitement and to relieve disappointment over not being called on.

# data[].attributes.body
I really enjoyed being able to sit in on this PD and learn about growth vs fixed mindset. I have always been aware of how adults and students choose to approach a task and how it differs from individual to individual, but now I have the terminology to know how people are different. It helped me realize the things that I am doing or things that I need to do in the classroom in order to help students move from a fixed mindset to one where they are open to challenges and ready to grow!