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I met with students in summer school who were open-minded to spend part of their summer vacation back in school and flexible to do it while social distancing.

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1. What types of strategies can we teach students to help them see the process as achievable?

2. How can we best teach students how to learn?

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1. Words are very important and we need to praise the process rather than the product.

2. Research shows that many teachers still have a very traditional fixed mindset about intelligence even as they feel students can easily change their effort, attitude, and behavior.

3. Moving to the Growth Mindset requires consistent effort by both teachers and students to try to overcome the fixed mindset that has become the norm for many of us.

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I drove to the river for the annual friends, 4th of July weekend. Camping, kayaking, water skiing, and gourmet camp food!

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1. I want to learn more about praise for the process.

2. How to teach elementary students about the brain, and building neuron pathways.

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1. Having a fixed mindset will prevent important skill development.

2. With a growth mindset you use failure and setbacks to develop more skills.

3. The process is more important than the outcome.

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I got to spend the day tending to my slow cooker and had some really tasty bbq ribs for supper.

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1. I want to learn about what to do when a student has a very fixed mindset.
2. I want to learn about what we can do with our physical environment to encourage growth mindset in our classrooms.

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1. Praise the process and effort that students are going through to learn.
2.  Use the term "yet" when it comes to grading. Don't let a kid feel like they failed. They just don't have it yet.
3. Make sure that we practice our own growth mindset!

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Just finished planning a hiking trip to Montana!

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Two things I want to learn more about are...

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Two things I want to learn more about are...

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1.  Strategies or activities that promote growth mindset.

2. Other growth mindset language that we can use in the classroom.

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1. As educators we need to focus on praising effort in order to promote a growth mindset.

2. Using the word "yet" is a crucial way to incorporate growth mindset in our students way of thinking.

3. MISTAKES ARE A PART OF LEARNING! We need our students to understand that mistakes are supposed to be made and are a natural step of the learning process.

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I saw my first monarch butterfly today.

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1. What are some activities that I can do throughout the year to encourage and help students in their journey.
2. What can I do to help my classroom environment reflect a growth mindset?

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1. There is always room for improvement and we are all in different spots on the scale of having a growth mindset
2. The power of our words. How can our vocabulary reinforce our belief in our students and show a growth mindset in our words and actions.
3. We have to believe that everyone can change their mind set. We can't do it for them but can help guide them in their journey. I should be leading by example.

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One thing that I enjoyed doing today was a bike ride with my wife and 3 kids. It was a warm day, but we enjoyed the bike ride along the crow river.

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1) I would like to learn more what to do with students who are defiantly in a growth mindset.  Not too often, but I do sometime experience a student who has given up on learning math well before they have entered my classroom.  What are some strategies that could help me with these students.

2) Strategies that I can use to help my parents understand the growth mindset. I have had parents who are concerned about one thing: the grade of their student. I also want them to focus on the process and not only on the process.

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1) Everyone is somewhere on the growth mindset continuum.  We are all a mixture of growth and fixed mindsets.  We need to identify the areas where we and our students are displaying a fixed mindset and transform that into a growth mindset.

2) The words of a teacher can be extremely powerful in helping kids foster a growth mindset or extremely detrimental in fostering a fixed mindset.  We need to be careful in how we use our words.  Praising students for "being so smart" is very different than "great job on working hard at this and not giving up."

3) We need to believe that all students are able to learn and we need to try our best to ensure that our students believe this too. I think we can too often lose our patience with some students wondering if they will ever understand a concept. If they sense our frustration, that will bring them right back to a fixed mindset. We need to continue to be patient and show them that they will eventually learn it and we are with them until they do.

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I went for a run this morning. I am on day 5 of becoming a "runner"!

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1. Work on my fixed mindset. Being more aware of what I say that is reinforcing a fixed mindset in myself. And using this to lead by example. I am sure there have been plenty of times that I have said “I can’t” or I’m not good at something in front of my students and my boys.

2. Making sure to STOP before reacting, S-stop what you are doing, T-take a few deep breaths, O-observe your thoughts and feelings as they are, P-proceed with whatever you were doing before.

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1. Embrace the process and progress. The journey to the end result is at times more fulfilling than the outcome.

2. The power of “yet”. Find ways to praise students on their process and how they overcame obstacles as opposed to their final project.

3. Parent (and teach) from a place of gratitude. Say, “I get to” instead of “I have to”

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I am on vacation and have been catching lots fish!

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1. How to get parents to have a growth mindset and to not focus on their student's grades.
2. How to support students after using the words "not yet".

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1. It is important to praise the process instead of praising the result.
2. Using the words, "not yet" and then supporting their learning help foster a growth mindset.
3. I thought that I had more of a growth mindset but learned that I have some things to do before I truly have a growth mindset.

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After much trial and error I finally mastered my sourdough crust margarita pizza. It was so good!!!

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I want to get better at using the right language when I speak to my students. I want to complement there work in a way that encourages growth. The same holds true for their mistakes and frustrations. How can I encourage them to accept mistakes and embrace challenges?
The 90 second rule- I want to learn more about that. Accepting and identifying a feeling rather than avoiding it sounds smart and interesting.

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Our intelligence is just the starting point of what we can do and accomplish.
Mistakes are good and I need to more of them.
The journey is more important than the end result. That is were we grow and learn.

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The last few days have been unusually cold in Idaho, and today the weather looks beautiful! I can’t wait to take my dog for a walk and then read a book while I enjoy the sun.

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1. More research based strategies that I can apply in my kindergarten room and share with parents to use at home.

2. What are other aspects and characteristics of growth mindset? I previously learned about fixed vs. growth and the concept of “yet," and I can’t wait to learn more about growth mindset!

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1. Everyone is somewhere on a continuum scale of growth mindset. No matter how much we learn about growth mindset, we will always need to be working on our skills to approach each situation with a growth mindset. It is a lifelong process, just like learning!

2. The power of the word “yet” in grading. I’m still in awe on how a small word change can lead to students feeling hopeful and proud of their learning instead of disappointed and frustrated. In my district we use the word progressing, but “not yet” would be so much easier for students and parents to grasp. It shows the potential that I know their children have.

3. We need to change the words we use to praise students. Instead of saying “you’re so smart” we need to acknowledge the effort they put in. This is something that I’m still working on. I’ll catch myself praising the end result, since that’s what has been modeled my entire life. This is one of the first things I’m going to talk with my new student teacher about this fall.

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1. What are my hidden biases?  Where am I unintentionally signalling a fixed mindset in my classroom?

2. How do I flip a student's thinking on mindsets? Most are willing to change, but what do we do for the ones that reject a growth mindset over their fixed one? How do I convince them to take risks and to fail forward?

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1.  "The Tyranny of Now" - I like how Dweck encapsulated that debilitating feeling that a fixed mindset creates within us.  I need to break the Tyranny of Now for my students so their brains can focus on the Power of Yet instead.

2.  Over time the system converts kids from Growth to Fixed mindsets.  Well intentioned adults can still do harm, and our school system does harm when it promotes a fixed mindset within our students.  Every time we deny kids the ability to improve, every time we tell them to move on to the next topic even though they aren't ready yet, every time we promote good grades over valuing mistakes, we do harm.  That has to stop.

3. Process > Product. Students need to understand that the process of learning (trying, failing, and reflecting) is so much more important than the final destination.

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While too much is not a good thing, it was nice this week to see rain return and for the plants and flowers to perk up and GROW - see how I tied it in there?  ;)

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I was able to spend some quality time outside with my kids and the breeze kept us cool and kept the mosquitoes away! :)

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I tried a homemade mac n cheese recipe today (which is my favorite food) and it was incredible!

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1. Strategies to help students learn more about how to use a growth mindset.

2. How I can best support students in a 5th grade classroom in regards to establishing a growth mindset culture.

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1. I want to know if there are lessons or activities that are geared more towards middle school-aged students.
2. I am curious about the research that Dweck talked about in her TED Talk. It would be interesting to read about the impacts of real schools that have incorporated a growth mindset curriculum/philosophy.

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1. Incorporating growth mindset into classrooms is a matter of equity. We must teach our students to believe in themselves. We need to believe in them too!

2. I must emphasize the importance of the process of learning to my students. The learning and growth happens along the way, and the struggle needs to be celebrated.

3. The way in which I speak to my students is incredibly important. Even by just using the word “yet” I am telling them that they will get to where they want to be and that I believe in them.

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1. The process is just as important, if not more important, than the end result and that is something students need to understand.

2. Positive language is very important in creating a growth mindset culture in your classroom.

3. It's important to reflect as a teacher the times in which you used a fixed mindset instead of a growth mindset and try to think of ways in which you can improve in those areas so you can teach your students how to overcome that mindset.

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1. I learned about the power of yet and how to not simply tell a student their answer is wrong, but to help them find strategies to work on the problem
2. I learned to focus on the process,  going along with the power of yet, not solely focusing on the answer they gave, but the process they took to get there.
3. Praise is not solely for the right answer, praise the work, the effort, the process.

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1. I want to learn strategies to help students learn that it is okay to make mistakes
2. I want to learn more about how to show a growth mindset coming from me as the teacher to hopefully help students develop their own growth mindset.

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I got to go to summer boot camp and work with my dance team! :)

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Eating a fresh slice of strawberry pie!

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1. How can I best support students in a high school setting?
2. What specific strategies or activities would help a whole class further develop a growth mindset?

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1. Being intentional about the words and phrases used in a classroom is important
2. A growth mindset focuses on the process rather than the final outcome
3. It is necessary for teachers to consider their own approach to a growth mindset while also encouraging their students to do the same

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My sister came over for a surprise dinner!

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1. I am really interested in Myers-Briggs personality types and I find my tendencies to be very true. I am wondering if there are certain tendencies about my personality that affect my growth mindset.

2. I am interested in knowing about various strategies to help the student(s) that keep you up at night. How can we (teachers) cultivate a growth mindset within them?

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1. Process over product; keep trying until you succeed...you’ve got this.

(I need to remind myself of
this more often!)

2. Growth mindset takes time, and it is on a spectrum.

(“You never gave up, even
though it was hard.”)

3. Language is everything.

(A growth mindset classroom
stems from myself- the class
facilitator!)

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It made me happy to walk along the sandy beach with my son!

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Today I got to sit on my dock with my kids.

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1. I want to learn more about some specific ways I can help my students focus on the process instead of the final outcome.

2. I also would like to find out how I can continue to give positive reinforcement/feedback which in turn fosters a growth mindset in my students.

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1. Confidence and believing in yourself (students/teachers) goes hand in hand with developing a growth mindset.

2. When setting goals for not only myself but also my students work to focus on the process instead of a final outcome.

3. The words we chose to use as educators when giving feedback to students goes along way in helping to develop growth mindsets.

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1. I want to learn more ways to share and practice the idea of a growth mindset across activities and settings within the population I work with.

2. I want to engage in conversations that allow me to learn new ways to share the idea of a growth mindset with my colleagues and parents that shows the validity of this idea instead of it sounding like the next buzz word in education.

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1. Intelligence is not set in stone.  It is something that can change and grow over time.

2.  We must, as educators, couple our belief in the power of a growth mindset with strategies to allow students to access theirs.

3. As educators (and as a parent) I need to learn to identify my own fixed mindset triggers so I can practice strategies to overcome and model this process for my students (and kids)

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I got to Facetime with my nephew this morning! :)

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1. I want to learn how to reach those students who never think they will have a growth mindset or think they are smart enough to reach their full potential.
2.  I want to learn how I can portray more of a growth mindset within my classroom.

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1. All teachers have to believe their students can learn, even when they may have a fixed mindset.
2. The word "yet" has a lot of power instead of the words "Try again."
3. We all may have fixed and growth mindsets, it just depends on the situation.

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That my wife and I kicked butt in our workout this morning.

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1.  I want to learn strategies how I can incorporate growth mindset into my classroom
2. I want to learn how this will help motivate and engage my students to become lifelong learners.

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1.The power of yet.
2.Failure can be seen as a positive.
3. The importance of creating a whole classroom culture  around growth mindset

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1. I learned many people have a mixture of growth mindset and fixed mindset. You have to be actively having a growth mindset.
2. I learned that have a growth mindset shows that everyone can achieve something they put their mind to. It is not always something that you have a natural talent in or not. I believe that hard work and effort to achieve goals should be held in higher regard as opposed to natural talent. I need to remember this for myself along with for my students.
3. I learned that I need to focus more on the process as well as showing my student's this mindset as well. In my teaching career, I have had many students like Tara in Scenario 1 (along with myself).

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1. I want to learn more strategies to help students foster a growth mindset especially one that typically struggle across the board in content areas.
2. I want to learn how to help students develop the intrinsic motivation.

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I woke up early and took a walk before it got too hot outside! Once I got over the pain of waking up early, it felt so good to be done!

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I am currently teaching Extended School Year to about a dozen students. I was so happy I was able to do a live video chat lesson with one student today. She started off not really wanting to participate, but by the end she was reading to me through a book I was presenting on my screen. As I praised her throughout her reading, her willingness to participate and her overall attitude was improving. It is nice that I can use some of the things that I am already learning in this course, with my ESY students.

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1. I want to learn strategies to foster a better growth mindset within myself.
2. Then, I want to learn strategies to incorporate the growht mindset in my classroom with my students.

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1. Fostering a growth mindset may be one of the most important things we can do for our students.
2. We need to be able to show our students that we believe they all can learn on a regular basis by pointing out their progress, effort and focus during the learning process.
3. A growth mindset can be developed at any age or point in someones life. I learned that I need too expand my growth mindset in order to better teach it to my students.

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Morning coffee in my favorite mug in a quiet house with a gentle rain falling outside at the beginning of a week filled with possibilities.

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1. Strategies to use in conjunction with growth mindset language to help students embrace learning and develop intrinsic motivation.
2. How gratitude and hope play a role in growth mindset.

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1. A growth mindset is an important part of developing a passion for learning and creative achievement is also attributed to this.
2. Growth mindset is a skill that can be learned and developed and all of us have a fixed mindset in certain areas. Modeling how to change our mindset is important.
3. It is important to have strategies that support growth mindset language to help students to persevere through challenges.

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I feel so blessed that I am able to work out and that I can do it with my son.  He is a young adult and so I treasure the time we get to spend together as I know those times will be fewer and fewer.

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1. While I am in complete agreeance about Growth Mindset, I do want to learn more about students who do have a lower IQ and how we can get them to experience success in the learning systems as well.
2. After reading Chap. 1, I would like to learn more about exploring purpose and implementing that into my 2nd gr. classroom.

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1. Knowing yourself is very important to understanding your mindset and resilience.  Sometimes it might be like peeling an onion to really know and understand yourself and it might be uncomfortable getting there.
2. It  is important to know your "purpose".  When you have discovered what gets your tick to tock, you may have to make a move in life, but overall you will  feel more fulfilled and feel more purposeful.
3. I really agree with focusing on the process and not the product.  I wish we could really implement that idea throughout our school systems, thus do away with "grades".

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We finally have been able to have basketball practice again! Being around kids for the first time since March has been very rewarding and has made my day much better!

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1. I want to learn about activities I can use to help teach growth mindset to students.
2. I want to learn more about myself and ways I can change to have more of a growth mindset.

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1. I've learned that I have a decent amount of fixed mindsets in my life, which aren't healthy. I need to work on reshaping my point of view to have more of a growth mindset.
2. I learned ways I can facilitate a growth mindset culture in my classroom by my actions and words I use.
3. I learned that teachers tend to believe that a students intelligence is fixed moreso than children do.

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1. Having a results focus ties into fixed mindset thinking.
2. One person can have different times/topics/subjects that we may have some fixed or growth mindsets on....not just all fixed or all growth.
3. We need to stop idolizing "the naturals" at something and work on celebrating earned ability.

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I went for a run in the drizzle and even though the rain picked up, the lightning and thunder stayed away so I could get my 5 miles in.

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1.  In a few of the articles, it talked about the importance of coaching kids with specific learning strategies rather than simply saying, "Keep trying." Are there some recommended coaching phrases that help guide students on their path to yet?
2. Encouraging growth mindset across the board....I'm not sure quite how to say it, but in my own life it's easier for me to implement growth mindset thinking in some arenas than others. How do we help students identify subjects/topics that are especially challenging for them to implement growth mindset so we can target that? And is there a place for student to student sharing of growth mindset thinking?

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The rain stopped and I got to go for a walk with the family!

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1. More examples of ways to communicate with students.  I liked the examples of saying "Not Yet" instead of  "You can do it" or "Keep trying". These are specific things I now understand as growth vs. fixed mindsets things to say/not say.
2. How create a growth mindset environment no matter what the next school year will bring (CDC regulated classroom, distance learning, students unable to process their new learning environment, etc.)

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1. People can have both fix and growth mindsets and are used in different situations. A person is not only fixed mindset or only growth mindset.
2. "The hand you're hand your dealt is just the starting point for development."  I had to write this quote down because it really stands out to me when learning about growth mindset. It reminded me of a quote I read a while ago that said something like: "every great artist was once an amateur".  It helps me put things into perspective.
3. The words you use impact your perspective.

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It stopped raining! Looking forward to spending the afternoon outside.

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1. More about how the brain responds to growth mindset.
2. How praise for effort affects students self worth.

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1. It is about hard work, not simply talent.
2. Growth mindset teaching makes a difference in other cultures.
3. Our beliefs hold us back and they can be changed.
4. Importance of daily practice.