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At times I encounter secondary school students who have struggled academically for years and are not choosing to disengage and not attempt assignments rather than try and risk failure.  How can I create a space where these students will be willing to make an attempt and accept that mistakes are OK?

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Allowing students the chance for productive struggle helps them to develop perseverance, but how can teachers identify when students should be left to struggle on their own and when they need intervention?

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In order to help students develop a growth mindset, teachers need to help them understand the processes the brain goes through to form connections between neurons and how that process naturally allows a challenging task to become easier over time.  Teaching students the why of growth mindset rather than just the what helps them build metacognition skills that will lead to greater problem-solving and perseverance.

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I would like support in finding more ways I can incorporate student lead goal setting for 2nd graders.

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What are some ways in which I can continue to encourage growth mindset along side so many assessments/grading?

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Often times when a student finds something they are good at they stick to only doing that one thing. They are no longer learning from their mistakes and failures because they are no longer making them.

In a choice based classroom students are given creative freedom to set goals and plans for their art work. I want my students to feel supported and that I value their dedication. But when is it ok to ask them to try something new and outside of their comfort zone?

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I would like to know how to get a student to work through problems when they are struggling. I think that teaching students about the science of a growth mindset is a good first step, but I think that my 2nd graders might need more than that to keep striving towards a growth mindset.

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When a student is struggling with a problem, should I be asking them questions to help them get in the right direction or do I let them think through everything on their own? How long do I wait if I do let them think on their own before stepping in to help?

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I learned that it is important to teach students the science behind a growth mindset by explaining how the brain works.

I also learned that, in order to have a growth mindset, you have to be able to accept failure and to learn from it. I really like the FAIL acronym: First Attempt In Learning.

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~I learned that it is important to teach students the science behind developing a growth mindset so you gain student “buy in”.

~I also learned that it is not only necessary for students to have challenges that allow them to fail or make mistakes but that it is important as educators to guide them through the emotions they may feel when failing or making mistakes. This allows students to become persistent when it comes to learning new things even when it is difficult.

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Different resources for teaching students how to accept the emotions of others. We have a right to our own emotions and we don’t all have to feel the same way about things.

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Reclaiming your emotions. It was mentioned that our emotions have so many benefits even the feelings that are less desirable. “Emotions motivate us to act, get organized, prioritize and solve problems.” (p66) Owning the way that we feel and react to different situations leads to growth.

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I would love ideas for students that shut down when they make a mistake.

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How can we apply this knowledge of failure to ourselves and our co-workers? Grown ups seems to have a harder time with this.

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I love learning more about how the brain works. I think teaching our students at an early age that mistakes are an integral part of learning is so beneficial. I did not grow up with this understanding. I think if I had, I would be more willing to try new things and take on bigger challenges, personally and professionally.

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I would like support on knowing how to support those students who have a difficult time or shut down when experience productive struggle.

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One lingering question I still have is how to identify and then intervene when it moves from a productive struggle to an unproductive struggle?

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I learned that there is true brain research that the brain grows when students are experiencing productive struggle. I also learned that it is important to provide activities where you know students are going to struggle so that you can teach them how to work through that struggle and become more of a resilient learner.

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What I would like support with goes hand in hand with my question, I would like support in the best ways/strategies to encourage mistake making in my 3rd grade students.

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One lingering question I have is how to address mistakes in an appropriate way with 3rd grade students. I have seen videos were teachers have called out students who have made a mistake in their math class and had them put it on the board and worked through it as a class, but I feel that is not appropriate for 3rd graders. What is the best strategy to celebrate/praise mistake making in elementary students?

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I learned that it is important to teach our students about their brains and to discuss the changes that happen in their brains. I also learned that it is important for our students to learn that it is okay to fail and make mistakes, it is important to teach them that they learn more from their mistakes than they do from their successes.

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I would like support and the best strategies and how frequent I should be covering concepts of the growth mindset in my math classes.

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I definitely see the value in having students struggle and fail forward. I have always wondered when I should support my students to encourage them and give them some pointers or guide them as the solve the problem. But I feel that is taking away their growth. I want to let them continue working and persist in solving the problem. But I don't want to leave them completely alone for fear that they will get discouraged and give up.

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I learned that the brain develops and grows when students struggle and make mistakes. We need to be telling our students this. It is a great way to instill the concept of the growth mindset. When our students can see the benefit of their hard work and persistence, they are more likely to continue to put in the effort and fail forward to succeed. We need to give students opportunities to struggle. This is where differentiation becomes so valuable because we need to meet each student where they are at and push them a little further to stretch them, make them struggle, and cause them to grow.

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I would like support to have mini lessons for integrating teaching about the brain and growth mindset into my current teaching demands. Perhaps I need a different way of thinking and explaining or categorizing the work I am having students do.

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I can’t think of a lingering question. Okay, now I understand a bit more the feeling my students have when I ask them to do this kind of activity and they don’t share or write a question. As I ponder this, I guess a question would be: How do I implement some of these things into my already packed schedule? (I am a specialist not a traditional classroom teacher, so I only get 60 minutes a week with students)

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I learned that it is important to teach students how the brain works. They need to understand that it is a muscle that needs to be exercised just like the rest of their body. This will give them greater success with a growth mindset. 

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As a staff member that works across 6 grade levels and several teaching styles and expectations, how can I help staff incorporate growth mindset into their classrooms in small manageable doses?

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One question I have is how to balance helping students learn to develop a growth mindset while supporting real mental health disorders of our students. As we read about in our chapters this week we often have core beliefs about ourselves that are organic and unknown to us. Since we are not therapists how to do we safe guard our students' mental health while growing their mental capacity and toughness.

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I really honed in on the idea of building academic and emotional courage not only in our students but within ourselves as well. I felt very empowered to allow my students to struggle more and to problem solve for themselves more. I tend to be a fixer by nature, it comes with the territory of being an interventionist so I can struggle with sitting in the uncomfortable for too long with students before I want to jump to an action or a fix. I really liked the idea of helping students set realistic and authentic goals for their learning and work habits that they share and celebrate with their peers. This will be so cool to put into action with students in my classroom.

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I saw some children's books about growth mindset, some of which I already have in my classroom. Are there books people would recommend to read to the students to teach about the brain, mistakes, persistence, growth mindset?

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How can growth mindset be part of the school culture and how do I keep incorporating growth mindset into my lesson so it becomes the norm.

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Mistakes are such a crucial part of learning. I want to make sure that students feel safe enough in my classroom, and the whole school so that mistakes are opportunities for learning, not embarrassment.

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Teaching students with disabilities about the idea of growth mindset, especially when getting the wrong answer or failing is a trigger for most of them.

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How many times do you let a child fail or get the wrong answer before stepping in to help?

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I learned that even though we don't always like to see our students fail or get the wrong answers, it is something we as educators need to let happen. Allowing kids to make mistakes gives them the opportunity to use problem-solving strategies and build confidence. We need to celebrate those failures in order for our kids to learn and succeed.

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How can I best promote growth mindset to my immediate teaching team and to other staff?

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What strategies can I use for students who were very receptive in the beginning on learning about growth mindset, but for whatever reason, change their mindset as the year goes on. Essentially, what are some strategies that can be helpful towards the middle or end of the year if some students mindsets change?

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It was exciting to read about how learning effects the brain. I think it is important for students to understand how their brain grows during the learning process. As a science teacher, I will definitely be reading more about lessons and strategies I can use with my students in my class.

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Looking at the big picture, how can I best contribute to building a more supportive school culture that is growth mindset oriented?

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How can I best support students that are stuck in a negative cycle of thinking, inhibiting their ability to persevere and embrace challenges?

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I enjoyed learning more about the scientific process of developing a growth mindset.  That reinforced for me that there are several approaches to teaching the concept to students, both abstract and concrete.  Personally, I am motivated by considering measurable results and the idea of creating new pathways for the neurons in our brains is exciting.  One activity I want to practice more is reflecting on and naming my past growth experiences.  As teachers, we are also never done learning and growing throughout life right along with our students.

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How do we get an entire school culture to shift to a growth mindset paradigm?  Having pockets of teachers is nice, and definitely better than no pockets.  But can you imagine an entire school all on board and working together to promote a growth mindset?  So, how do we get the word out?

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I'm always on the look-out for practical ideas for helping students manage and regulate their emotions and learning.  I'd love to see any SEL materials that weave in Growth Mindset.

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This week I learned that the role of emotions has on learning needs to be taught, discussed, and processed with kids.  When we are in challenging situations we need emotional resiliency to persevere.  That means that kids need to be able to regulate their emotional state while they work through failures and missteps.  And THAT means my role, as a teacher, is one of emotional support.  I need to make sure my students understand that frustration is a GOOD thing too.  That it is the hallmark emotion of learning.  That it means they are on the RIGHT path, not the wrong one.  Frustration should be a sign to dig in, not give up.  But that needs to be purposefully taught and modeled for our students.  Also, my role IS to frustrate my students.  If they're not encountering challenges - if they're not feeling frustrated - then I'm not differentiating correctly to their needs.  But, it's like Goldilocks.  If they're too frustrated, or not frustrated enough students will disengage (and quite right too).  So, I need to always aim for "just right" for my students, and support them through SEL work to build their skills of resiliency.

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I would like more strategies to support students with disabilities on how to work through struggle and confusion, and maybe provide more information on what the roles look like for a general education teacher and special education teacher as far as their relationship with a shared student goes.

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What are some ways to get a whole team of people on board or knowledgable of a growth mindset without them taking this course? I think of my special education students who may see 3-5 teachers per day and 3-5 paras per day. I'm curious what are some ways to get everyone on the same page and show them the value of a growth mindset!

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I learned that a major part of being a teacher that I have not focused enough on, is to foster a mindset for students that believe that failure, challenges, struggle, and confusion are all things that are important in our learning. These things are not bad, they are necessary for learning and should be aknowledged and worked on everyday. I am excited to get the opportunity to creat this environment for my students, and especially have them set their own goals, including a "habit of work" goal, which is something that was new to me.

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The two biggest takeaways that I had were about struggles and teaching students about their brain. I recognized that I need to let students struggle more. I am quick to help them, but I didn't realize that I was not allowing them to make the connections on their own. Along with this I need to celebrate their failure and teach them how it is okay to fail as long as you try again! The second takeaways was teaching them about their brain. I find that this can help students understand the science behind learning. This also gives them the facts to prove this. I understand how this can improve students' understanding of having a growth mindset.

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How long do you let students struggle? Is there an allotted wait time?

I know this differs between students. How can I tell?

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I would like strategies to support students through the struggle. I want ways to show them I am there for them and not abandoning them in the process.

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I would like ideas on how to get the parents involved so that the parents are supportive at home.

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How do we educate parents and change their way of thinking so that what is taught at school can also be taught and reinforced once they get home.

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I learned that to get your students to believe in the growth mindset philosophy you need to show them the science of how you can actually train the brain and it can grow and become stronger. We can do this through a variety of activities. A key aspect of growth mindset is to push them to struggle and fail to develop perseverance and strategies to overcome our failures which will allow us to dig deeper into our academic challenges. Tiger UP!!

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I would like support around how to make challenge unique to each student when you see 170+ students each semester.

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One question I have is how to get logistically get students the descriptive and timely feedback they need to move them towards success. I am thinking the answer lies in self assessment and peer assessment, but any ideas would be welcome!

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The thing that I learned in this week's class that I think will have the biggest impact on my students is the term academic courage and the attributes of a learner who has this. I want to have students use self reflection to identify when they have taken a risk, and when they have taken the role of a leader in class. I want to use exit slips or a parking lot method to get them to ask questions more frequently. I want to make space for conversations where they can speak from a place that is supported by evidence and learn to communicate with respect when they disagree. I plan to continue to build more opportunities to work in teams and collaborate to solve problems, come up with new ideas and create!

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I would like support with more family-friendly resources to share with parents that are easy for everyone to understand and apply the concepts of growth mindset.

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How can I help parents develop a growth mindset so students are getting the same message at home and at school?

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I learned that we should be celebrating mistakes and the courage it takes to make them. I’ve always worked on normalizing mistakes so students wouldn’t be afraid to make them and would learn from them. However, I want to be intentional about high-fiving and celebrating when students don’t succeed the first time. I want them to be as excited to try again as if they were successful the first time.

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I would like support with specific phrases or deeper thinking questions that help welcome the uncomfortable moments of struggle in the learning process.

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I am wondering the best way to cultivate a growth mindset classroom if distance learning will continue throughout this fall?

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I'd love more ideas for introducing these concepts to middle school-aged students. I feel like lessons and activities need to be authentic for this age group for them to be taken seriously and also need to be able to get through to students who may already have an extremely fixed mindset.

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Another great week of learning! Here are some of my biggest takeaways from this week:

Weekly Self Assessment: Your credo, or beliefs are the foundation of success in your classroom! Children are very intuitive and pick up on your words, actions, and behaviors. It’s important to self-reflect to see if our behaviors are matching up with each of our own credos.

Key Characteristic #3: Teaching about fixed and growth mindsets to my students is just as important, if not more important than learning about them just myself! Giving students the opportunity to reflect on their growth mindsets and how our brains are always changing is just the beginning of a growth mindset learning environment.

Key Characteristic #4: Seek the uncomfortable moments in learning. This was a big takeaway for me! I need to remember to welcome and celebrate challenges and setbacks for all of the students in my classroom because each child is at different points in their learning journey.

Fixed Mindset Scenario: Keep an open mind about the behaviors that may arise in the classroom. What are the antecedents of the behavior? Is the child seeking attention? What is the child’s love language? What do you have in common with the child that can you empathize with to him/her? How can you develop a growth mindset within each student in the classroom?

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What are some practical ways to build student persistence and endurance when creating challenges in the classroom?

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I am beginning to see how I will introduce a growth mindset to my students. I look forward to providing them with the science of learning and brain development. Being able to justify this way of approaching life with research-backed data will allow me to put the ball in my eighth graders’ court and let them determine that this is something that will benefit them. So much of life as a tween is being told to be a certain way or act a certain way. By providing them with facts and short videos, they will hopefully feel more ownership of the concept. I also loved the video examples of classrooms and schools that have a growth mindset embedded into all aspects of the student day. These examples showed me what high expectations, along with opportunities for my students to productively struggle will encourage the development of academic courage and skills useful in many aspects of life.

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How might I begin the shift of student thinking it is good to be challenged?

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What is the best way to foster deeper learning in a first grade classroom?

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I learned the importance of teaching the science of the brain. It is not just to explain the difference between fixed and growth mindset, they need to understand the why. Brains can get stronger and smarter.

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Understanding the difference between too much struggle for students and when a teacher needs to step in.

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How can we provide growth mindset teaching if schools are doing distance learning?

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A growth mindset sin't something you can push upon your students or you'll get resistance. It's something you should explain the science behind, incorporate activities and teach with a growth mindset. This way students understand, practice, experience and see the benefits.

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I think that the younger the students are the more open they are to growth mindset activities. It seems that as people get older their mindset becomes more fixed. Are a lot of these resources one size fits all, or is there something that has videos and activities based on grade level?

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I understand that the idea of praising mistakes and letting students know that struggling is good can be done in any classroom. But when it comes to teaching about the brain and how the neurons work, can this and should this be done in core classes? Or is this something that students are shown during their advisory, crew, homeroom times?

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I really enjoyed how this week I gained some valuable resources that I could use in my classroom. I thought the ideas for teaching how the brain works would be great to use in the classroom to help teach growth mindset. I also loved the idea of "Tiger Up." In Marshall we are the Tigers as well, so that phrase is something that I think could work in our building.

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Strategies for shifting students from fixed to growth mindset.

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Strategies for shifting students from fixed to growth mindset.

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Some students come to us with growth mindset already and others with a fixed mindset. Some mindsets are more difficult to shift than others.

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Is there a point when you've let a student struggle too much? How do you proceed from there when the help they are receiving from classmates isn't clicking?

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There is a lot more to gain from students struggling and persevering through difficult tasks than to make sure they have easy success. The brain will connect more neural pathways from the struggle and learning will occur. Those struggles grow resilient students who are ready to take on tasks given to them in and out of school.

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When I signed up for the free Teaching Channel account to watch the materials for this week, it said I was allowed access to 3 resources, which I used up for this week's class work. Will we have additional resources from there that we need to access? Does SMU have a subscription?

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So far, our reading has been very theoretical, and I find my mind thinking about "how would I teach that?" One extra layer for me is that I see students 1x per week, so I have a long time between mini lessons. Those of us completing the class for three credits have the unit plan to be formulating, so I am wondering where you suggest we might find some ideas/best practices for teaching these concepts?

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Students should be taught the science behind growth mindset

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Students should be taught the science behind growth mindset

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I appreciate that this week's module encourages us to teach our students the science behind growth mindset. The brain is an amazing organ and capable of so many feats...I think it's a unifying concept to talk about how we all have a brain that can be "grown" and have neural pathways form. I think it would be heartening for all of our students to know that no matter where they are starting their academic journey at, they can look forward to facing challenges, learning from them, and moving on to the next thing to learn.

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Again, I have questions if there has ever been any studies done on the students who have been "tested" and it has been determined that they have a lower IQ.  What happens to those students when there are submersed in a Growth Mindset environment? What does the picture of their brain/neurons look like before and after?

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I have never heard of Credo before so it was fun to read about that and create on for myself. It was neat to actually put my beliefs down and read what is actually important in my life and what I value. I also LOVE learning about the brain. It has always been very intriguing to me. I love that we have a malleable brain not matter how old we are! The videos about the rats was such a great visual and reminded me how important it is to keep our students and ourselves in a stimulating environment.