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https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff

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https://www.edutopia.org/article/teachers-need-growth-mindset-christina-gil

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Station 3: Fixed to Growth Through Language

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Station 3: Fixed to Growth Through Language

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The Power of Yet

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Sesame Street: Janelle Monae - Power of Yet

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Station 3: Fixed to Growth Through Language

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Station 3: Fixed to Growth Through Language

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https://www.pinterest.com/search/boards/?q=growth%20mindset

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Station 2:  Normalizing Error/Learning Through Failure

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Station 2:  Normalizing Error/Learning Through Failure

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If Thomas Edison had believed in failure... we would still be living in darkness. If Henry Ford had given up, we would still be riding on horseback...if Alexander Graham Bell had given in to the clutches of failure, we would be spending less time staring at those small plastic things we call phones that rule our lives (which might not be a bad thing!).

On a serious note - anyone who has achieved ANYTHING great, anyone who has CHANGED THE WORLD has at some point made a choice to embrace failure instead of fighting it.

If you look at the most inspirational innovators, athletes, geniuses, and icons throughout history, they all shared a common belief - they simply did not entertain the notion of failure as a bad thing.

Instead, they understood that every failure encountered brings you one step closer to success, and that this is a natural part of the process. Some even enjoyed failure!

If you think about it, failure is just feedback; it's simply showing you what's not working so you can find out what will work. It's necessary and can't be avoided.

If we didn't have failure, how would we know what to do next? The process of learning from our mistakes is truly invaluable, and is something we need to run toward, not run away from.

Below are a selection of quotes on the topic of failure from 20 iconic people, each of whom has achieved something great and is talking from his or her own unique experience.

Today, let's celebrate these wonderful souls who chose to embrace failure with open arms. Maybe, just maybe, their words of wisdom will help us to do the same.

1. "I have not failed. I've just found 10,000 ways that won't work." - Thomas Edison

2. "Success is the ability to go from failure to failure without losing your enthusiasm." - Winston Churchill

3. "Failure is only the opportunity to begin again, only this time more wisely." - Henry Ford

4. "Our greatest glory is not in never failing, but in rising every time we fail." - Confucious

5. "In order to succeed, your desire for success should be greater than your fear of failure." - Bill Cosby

6. "Develop success from failures. Discouragement and failure are two of the surest stepping stones to success." - Dale Carnegie

7. "Failure is success if we learn from it." - Malcolm Forbes

8. "I've come to believe that all my past failure and frustrations were actually laying the foundation for the understandings that have created the new level of living I now enjoy." - Tony Robbins

9. "There are no secrets to success. It is the result of preparation, hard work and learning from failure." - Colin Powell

10. "It is fine to celebrate success, but it is more important to heed the lessons of failure." - Bill Gates

11. "Every adversity, every failure, every heartache carries with it the seed of a greater or equal benefit." - Napoleon Hill

12. "Like success, failure is many things to many people. With Positive Mental Attitude, failure is a learning experience, a rung on the ladder, a plateau at which to get your thoughts in order and prepare to try again." - W. Clement Stone

13. "The only real failure in life is not to be true to the best one knows." - Buddha

14. "My great concern is not whether you have failed, but whether you are content with failure." - Abraham Lincoln

15. "Don't be afraid to fail. Don't waste energy trying to cover up failure. Learn from your failures and go on to the next challenge. It's ok to fail. If you're not failing, you're not growing." - H. Stanley Judd

16. "Think like a queen. A queen is not afraid to fail. Failing is another steppingstone to greatness." - Oprah Winfrey

17. "Remember that failure is an event, not a person." - Zig Ziglar

18. "Failure after long perseverance is much grander than never to have a striving good enough to be called a failure." - George Eliot

19. "Why do I talk about the benefits of failure? Simply because failure meant a stripping away of the inessential. I stopped pretending to myself that I was anything other than what I was and began to direct all my energy into finishing the only work that mattered to me." - J.K. Rowling

20. "I've missed more than 9000 shots in my career. I've lost almost 300 games. Twenty-six times I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed." - Michael Jordan

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20 Iconic Quotes On Failure That Will Inspire You To Succeed

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If Thomas Edison had believed in failure... we would still be living in darkness. If Henry Ford had given up, we would still be riding on horseback...if Alexander Graham Bell had given in to the clutches of failure, we would be spending less time staring at those small plastic things we call phones that rule our lives (which might not be a bad thing!).

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Station 2:  Normalizing Error/Learning Through Failure

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Station 2:  Normalizing Error/Learning Through Failure

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For the last ten years, we've worked one-on-one with students from elementary school through graduate school. No matter their age, no matter the material, when you ask what they're struggling with, students almost universally name a subject: "math," "English" or, in some instances, "school." Doubting that all of school is the issue, we then ask to see their last test. After some grumbling, the student digs down, deep into the dark, dank recesses of his or her backpack, and pulls out a balled-up, lunch-stained paper that, once smoothed out, turns out to be the latest exam.

To a teacher, this should be incredibly frustrating. You spend a huge part of your life grading tests, commenting on essays, and providing thoughtful feedback on homework assignments . . . only to have them wadded up and ignored. (Yes, students look at their tests, but you shouldn't harbor any illusion that they look at anything but the red letter grade.) Before writing students off for being ungrateful or lazy, you need to understand why what they're doing makes perfect sense.

The Science Behind Mistakes

Telling students they need to take advantage of the feedback they get isn't just good advice -- it's established science. In the last few decades, researchers have discovered a lot about how people become experts. The main idea, made popular by everyone from author Malcolm Gladwell to rapper Macklemore, is the 10,000-hour rule. Ten thousand is the number of hours it takes to become an expert in almost any field. While it's wonderful that people are starting to understand how work leads to expertise, the most important part of that research is not how much practice someone needs to perform, but what kind of practice. This latter category is called deliberate practice and involves isolating what's not working and mastering the difficult area before moving on.

Picture a classical violinist rehearsing. He or she would not play a new piece start-to-finish, fudging through tricky sections and trying to "be done." That musician stops in trouble spots, figures them out, and then plays that measure over and over again, and only moves on when it's perfect. The same principle applies to schoolwork.

Mistakes are the most important thing that happens in any classroom, because they tell you where to focus that deliberate practice.

So why don't students view their mistakes as a valuable asset? Well, students don't think about their mistakes rationally -- they think about them emotionally. Mistakes make students feel stupid. "Stupid" is just that: a feeling. Specifically, it's the feeling of shame, and our natural response is to avoid its source. If we say something embarrassing, we hide our face. If we get a bad grade, we hide the test away. Unsurprisingly, that's the worst move to make if you ever want to get better. Academic success does not come from how smart or motivated students are. It comes from how they feel about their mistakes.

Changing your students' perspective on mistakes is the greatest gift you can give yourself as a teacher. Imagine having a classroom of students who are engaged and constantly improving -- it's every teacher's dream. Instead, teachers face too many students who are disengaged and really rather surly. That surliness is years in the making. By the time students walk into your classroom, they've likely already internalized their mistakes as evidence that they're just not smart. Getting a bad grade feels like a personal attack. No wonder they're giving the deliverer of those grades the stink eye.

A Fresh Take on Mistakes

To help your students rethink mistakes, help them be specific about their errors. Knowing that answer #3 is wrong doesn't mean much. Knowing that they didn't understand mitosis gives them a mandate for getting better. Often, when we go through tests with students, the mistakes they perceive as dire are either careless errors or a single concept applied incorrectly on several questions. Either way, the "fix" is usually smaller than how big the problem feels.

You can also help students view their mistakes as helpful. The red pen isn't the enemy -- when students understand how to deal with errors, red means go. One way to encourage that attitude is to take the most common mistakes that the class made on a test or quiz and analyze them together. The more open everyone is about the mistakes they've made and how they happened, the less significance any student will place on future errors.

Mistakes happen for concrete reasons. A student didn't memorize all the requisite facts, didn't execute the steps of a process, or perhaps just ignored the directions. The red "X" is just a simple assessment of the actions that student took -- actions he or she can easily fix next time. Sharing that clarity and causality with your students is the best way to teach deliberate practice, instill motivation and help them develop a more constructive relationship with mistakes. In short, this creates the class you and your students have always wanted.

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Teaching Students to Embrace Mistakes | Edutopia

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For the last ten years, we've worked one-on-one with students from elementary school through graduate school. No matter their age, no matter the material, when you ask what they're struggling with, students almost universally name a subject: "math," "English" or, in some instances, "school."

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Station 2:  Normalizing Error/Learning Through Failure

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Station 2:  Normalizing Error/Learning Through Failure

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Half Full: Social Science for Raising Happy Kids

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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25 Accidental Inventions That Changed The World

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Not long ago we came to you with 25 inventions that changed our way of life. Well, we're back, but this time we're only concerned with those inventions that no one actually intended to invent. So, from dynamite to Penicillin these are the top 25 accidental inventions that changed the world.

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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Courage of Famous Failures - Inspirational

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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Station 3: Fixed to Growth Through Language

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Station 3: Fixed to Growth Through Language

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Using Praise to Enhance Student Resilience and Learning Outcomes

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Praise is constructive feedback given to students by teachers and others on specific academic products. Praise refers only to positive feedback; feedback alone can be either positive or negative.

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Station 3: Fixed to Growth Through Language

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Station 3: Fixed to Growth Through Language

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The site navigation utilizes arrow, enter, escape, and space bar key commands. Left and right arrows move across top level links and expand / close menus in sub levels. Up and Down arrows will open main level menus and toggle through sub tier links. Enter and space open menus and escape closes them as well.

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Station 3: Fixed to Growth Through Language

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Station 3: Fixed to Growth Through Language

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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If you've read Teach Like a Champion 2.0 you know how strongly my team and I feel about building a Culture of Error in the classroom:
Over and over again, as [we] examined videos of top teachers, Once this Culture of Error is created, once it's safe to be wrong, students are as likely as not to want to expose their mistakes to their teacher. This shift from defensiveness or denial to openness is critical. If your goal is to find and address the mistakes your students make, your task is far more difficult if your students seek to hide their errors from you. If, in contrast, they willingly share their struggles, mistakes, and errors, you can spend less time and energy hunting for them and more time fixing and learning from them*. we noticed that they made CFU a shared endeavor between themselves and their students. From the moment students arrived, the teachers worked to shape their perception of what it meant to make a mistake, pushing them to think of "wrong" as a first, positive, and often critical step toward getting it "right." They recognized that students could best learn from mistakes if they were willing to acknowledge and share them. There was immense value in the learning that came from error if they could make it feel safe to be wrong.
I've shared some great examples of Culture of Error previously on the blog- here and here specifically.

On Tuesday, my team and I watched second grade teacher Janelle Duckett of Excellence Girls Elementary Academy in Brooklyn. encapsulates several subtle actions that a teacher can take to ensure that it's safe to be wrong, and I had to share it.

As the video opens, Janelle has asked one of her students to write an equation to match a word problem. The word problem involves adding money in cents and Janelle wants her student to be sure to include the units, which she fails at first to do.

Notice that as the young scholar struggles, there's no implicit pressure from Janelle's class. No one is calling out the answer or announcing that they know or smirking at her. There's quiet respectful tracking while she works it out.

Janelle's language is also important. "Help her make it better," she says, a supportive phrase that makes the process of improving a first effort seem like a natural thing and making learning into a team sport.

One of our goals as educators is to give students the ability and confidence to be able to correct their own thinking, but to do this they also need the time and patience of their teachers and peers. Again, notice the surrounding students in Janelle's classroom: we see an intentionally built culture that values patience. Students are at the ready to support if called upon, but keep their hands down as their classmate works the problem out and ultimately self-corrects. The consistency of that culture hints at the hard work Janelle put in in advance to craft her classroom to be a supportive learning environment.

She caps the sequence with "We got this"- a quick affirmation to wrap up the moment and make the processes of struggle and then success feel normal, positive, and most of all, universal. Message: Struggling and then succeeding? Hey, that's all of us.

* From TLaC 2.0

Culture of error, Janelle Duckett, Video

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"Struggling and then succeeding? Hey, that's all of us": Janelle Duckett's Culture of Error (Video) - Teach Like a Champion

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If you've read Teach Like a Champion 2.0 you know how strongly my team and I feel about building a Culture of Error in the classroom: Over and over again, as [we] examined videos of top teachers, Once this Culture of Error is created, once it's safe to be wrong, students are as likely as not to want to expose their mistakes to their teacher.

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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For our video meeting this week, Chief Video Officer, Rob Richard promised the TLaC team clips that were 'new' and 'pretty exciting.' Now, Rob is not given to hyperbole. 'Pretty exciting' on the Rob-o-meter is pretty serious praise so the pre-meeting buzz was, let's just say, intense. With good reason, it turns out. We'd just received footage from our colleagues in Houston Independent School District of some top classrooms, the first of which was Erin Krafft's 6th grade classroom. Almost everything we watched was outstanding, but there was one clip we were especially dying to share, in which Erin was installing a procedure for Turn and Talk in an exemplary-and extremely useful-manner. And just as compelling was evidence of an outstanding Culture of Error that we'd seen in clip after clip. Colleen Driggs wrote up these notes.
Context: Just before this clip, Erin had been gathering data on student answers to a series of problems in the Do Now. One problem, number nine, proved particularly tricky. In it, students were asked to compare the value of two numbers-one a mixed number and the other a decimal. As a first step in uncovering their errors, Erin asked her students to discuss their answer with a partner in a Turn and Talk.

EA.TurnAndTalk.GR6.Kraft.'Look at number nine.'Clip2394 from Uncommon Schools on Vimeo.

The first thing we noticed was how beautifully she built a positive, productive and efficient procedure for Turn and Talk. In this clip you can see her essentially installing the Turn and Talk system she will use for the duration of the year. It's a brilliant system that we hope you'll steal! The system included guidance on how to agree or disagree within one's partner within the Turn and Talk, and it fostered an incredibly powerful Culture of Error (discussed later) that enables more rigorous and productive student-to-student discussion.

Some key points:

Erin's Turn and Talk began with clear "Managed Turns." "Door partners" were instructed to speak first, and Erin checked with a show of hands to be sure that students were clear on which partner is "door partner." Then it would be the "window partner's turn." This small detail is critical since the goal of Turn and Talk is to involve all students. In many classrooms students are sent to a series of Turn and Talks where some kids talk constantly and others talk not at all. Managing turns makes sure everyone talks.

Erin was also clear about how the first partner should start by providing a sentence starter: "My answer is _____ because..." This sentence starter is important for ensuring that students get right to work productively and that they get to discussing their process not just their answer.

The directions for the second partner to agree/disagree were equally clear. She taught them how to agree or disagree directly and respectfully. One person on our team noted after watching Erin's class, "The simplicity of her directions is elegant because it places the emphasis on student conversation."

Despite the clarity of her directions, Erin checked in one last time (with hand raising for responsibilities and Call and Response for sentence starters) to be sure students were clear on the directions-because this part of the system was new, and because it's so important to her overall culture.

Erin brought her class back together with a simple, 3-2-1. She respectfully allowed students to wrap up their conversations, and then efficiently began her whole group review.

Something else struck us just as forcefully, though, when she called on a student to report back on what she and her partner talked about. The student, Alexis, raised her hand to share the content of her discussion: "I realize that I got it wrong because my neighbor told me that I'd missed a zero [in evaluating the problem]." With a chuckle, she happily admitted- to her teacher and all of her peers- that she'd gotten the answer wrong at first, and it wasn't until her partner pointed out her error that she could understand where she'd made her mistake.

As teachers, we all want to get to a place like this: where students are comfortable making and then learning from mistakes, but how did Erin achieve this? Our team watched a second time, looking for other moments that revealed the secret of Erin's extraordinary Culture of Error. In just two and a half minutes, we discovered several moments where she did just that, particularly through language that Normalized Error:

Erin set students up to review the problem by saying, "This is one of those [questions] that we have a lot of different answers for." The statement is simple, but the message is powerful: "we don't all have the same answer, and that's ok. In fact, that's what makes it interesting and worth studying. Let's work on it together."

Erin explicitly taught students the language they need for productive and respectful disagreement within their Turn and Talk: The first partner, she noted, should share their answer. The second partner should evaluate it. "Now, if you go second, what would an appropriate reaction be? How should you respond to what your partner has just told you?" And, when students genuinely weren't sure of the answer, Erin supportively helped them get there. "You tell them your opinion. What should they say back? (student: their opinion) "How should they phrase that?" (student: in complete sentences) Erin probed further asking another student to weigh in until students arrived at her desired response: "No, I disagree, or yes, I agree..."

After the Turn and Talk, Erin polled students, "How many of you agreed with your neighbor? Most of us but not all of us. Ok, cool." In asking students to raise their hands, Erin reinforced the normalcy of disagreement and built students' comfort in sharing their answers publicly. Erin's words were warm and reassuring, messaging to her students that such disagreement is a valuable part of learning. It seemed like she was genuinely excited to find out more about the disagreement.

Once Alexis revealed her error, Erin responded with a supportive positivity that is characteristic of the whole lesson. "You were looking at the fact these [a repeating decimal] keeping going. That's what a lot of us thought-that because it goes on forever it must be bigger. But, must it be bigger? What was the number that made you realize it was wrong?" Erin acknowledges that many students made the mistake. By asking Alexis to explain her error, she made Alexis the new expert, able to explain to her classmates where many of them had gone wrong like she had herself.

But Erin didn't forget to mention the teamwork that went into Alexis' error correction as she graciously thanks and spotlights Alexis' partner before moving onto the next problem for review.

Culture of error, Erin Krafft, HISD, Turn and Talk

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HISD's Erin Krafft Installs Turn and Talk & Builds a Culture of Error (Video) - Teach Like a Champion

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For our video meeting this week, Chief Video Officer, Rob Richard promised the TLaC team clips that were 'new' and 'pretty exciting.' Now, Rob is not given to hyperbole. 'Pretty exciting' on the Rob-o-meter is pretty serious praise so the pre-meeting buzz was, let's just say, intense. With good reason, it turns out.

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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We're talking Check for Understanding at our Engaging Academics workshop in Albany this morning- specifically how great teachers normalize growth mindset-struggling forward, errors and all-and make that seem like the most normal thing in the world. This is critically important because if students try to hide their mistakes from their teachers it is 10x harder to find them

One clip everybody seemed to love was this one of Emilie Tarraff's kindergarten classroom at Leadership Prep Ocean Hill

EA.CFU.GRK.Relay.Tarraff.'He worked it out.'Clip2226-HD from Uncommon Schools on Vimeo.

Notice how she "Withholds the Answer" when a student gets the answer wrong. She asks his peers to evaluate his answer without herself revealing whether it's a right or wrong answer they are talking about. And in the end, after a bit of support from a peer and a No Opt Out, he's praised for the process of figuring it out. In fact though both students get positive reinforcement, the strongest positive reinforcement is not for getting it right so much as working it out after getting it wrong. A beautiful and powerful message.

And though this is a kindergarten classroom, what Emilie does here can be applied in just about any classroom.

CFU, Culture of error, Emilie Tarraff, Leadership Prep Ocean Hill

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"He Worked it Out!": Emilie Tarraf's Culture of Error (Video) - Teach Like a Champion

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We're talking Check for Understanding at our Engaging Academics workshop in Albany this morning- specifically how great teachers normalize growth mindset-struggling forward, errors and all-and make that seem like the most normal thing in the world. This is critically important because if students try to hide their mistakes from their teachers it is 10x harder to...

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Angela is a National Board Certified Teacher with 11 years experience in the classroom, plus over a decade of experience as an instructional coach. As founder of Due Season Press and Educational Services, she has created printable curriculum resources, online courses, 5 books, the Truth for Teachers podcast, and the 40 Hour Teacher Workweek Club.

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Teacher Evaluation Resources

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The Power of belief -- mindset and success | Eduardo Briceno | TEDxManhattanBeach

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Teaching a Growth Mindset: Unleashing the Learning Machine

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Growth vs. Fixed Mindset

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Station 3: Fixed to Growth Through Language

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Station 3: Fixed to Growth Through Language

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Carol Dweck - A Study on Praise and Mindsets

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Social & Emotional Learning (SEL)

Find information about growth mindset, discover how learning mindsets can affect student performance, and explore strategies that support student confidence.

Understanding Growth Mindset

Strategies for Addressing Mindsets

Embracing Failure: Building a Growth Mindset Through the Arts: Learn how educators at New Mexico School for the Arts in Santa Fe, New Mexico teach students how to integrate critical feedback. (Edutopia, 2016)

Nurturing Intrinsic Motivation and Growth Mindset in Writing: Review tips from a high school English instructor about how to conduct better conferences with students; take a look at specific examples of process praise and feedback that can encourage autonomy, purpose, and choice. (Edutopia, 2014)

Praising the Process: Watch this video of a writing workshop from a first grade classroom to see how to use process praise to encourage a growth mindset. (Teaching Channel, 2015)

Using Praise to Enhance Student Resilience and Learning Outcomes: Explore Do's and Don'ts, FAQs, and other information about how to use feedback to alter student mindsets. (American Psychological Association)

The Secret to Raising Smart Kids: Read an article authored by growth-mindset researcher Carol Dweck about research into growth mindset, and learn how to give valuable feedback by focusing on the specific process a child used to accomplish something; at the end of the article, there are several useful examples of effective praise. (Scientific American, 2015)

Growth Mindset Within Math

Giving Better Student Feedback

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Find information about growth mindset, discover how learning mindsets can affect student performance, and explore strategies that support student confidence.

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Station 2: Normalizing Error/Learning Through Failure

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Station 2: Normalizing Error/Learning Through Failure

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What if, when students failed, teachers praised them? In the business world, the world of entrepreneurship, failure remains inevitable but so does success if you keep plugging away at your goal.

Embracing this in education teaches students to learn that mistakes lead to success. Science teachers probably understand this concept better than most teachers. They just happen to call it hypothesis or refer to it as an experiment instead of failure.

Think about all the times we've met with failure and collapsed. So many of us needed someone to help us along like a personal trainer. If we had had that, we may have been more successful at whatever goal we had failed to meet or had been more resilient in the future.

Playing a game of soccer means the ball won't land in the goal most of the time. Plunking away on the keys of a computer means facing the fact that there will be mistakes that need to be fixed. Meeting someone new then attempting a friendship means that person might not always like you or what you say. But, we do it because we innately know that failure is a part of life. Otherwise, we'd have to drop out of life and then that would also be failure.

So, teaching your students to learn from failure, that it's actually the key to success in any venture they embark on, will change your and your students' perspective and so create a more open and fruitful learning environment.

Follow these 50 tips for teaching your students how to fail and the dynamics of communicating with them will change. Assignments and lessons will turn into an exchange rather than a demand.

IMPORTANT NOTE: Keep in mind that you may proudly tell yourself that you already do this when you scan over the tips, but there's a pattern and a nuance to teaching students how to fail (by james at dhead fashion). These tips connect and complement one another so that the students actually learn and grow from the experience.

Tip #1: Point out their mistakes.

Sometimes, as teachers, we may not want to hurt the feelings or egos of our students so we dismiss a mistake as irrelevant, but it's our job to point it out. Then, we make the student aware of the fact that they need to fix it.

Tip #2: Praise them immediately.

This becomes very important in the beginning-more important than breathing. Establish that making mistakes isn't just acceptable but that it's good. Praise students' efforts, not necessarily their success.

Tip #3: Push them.

Challenge them by bringing them to that point where you know they don't know the answers. If they always know the answer, it's just too easy. It's like working the same muscles for months at a time. It doesn't help you lose weight after a while.

Tip #4: Incite them.

Give them something to be upset about, especially if you notice that some of them are just taking up space and seem inactive. Make a controversial comment, ask a thoughtful question that will provoke anger and therefore give them a chance to get involved. And, of course, they must then make mistakes.

Tip #5: Insert lesson here.

In between all the pushing, make sure you teach them. When you start with a mistake, it always has to end in a lesson. Even more so, mistakes and failure provide a fertile ground for teaching.

Tip #6: Question them.

One question isn't enough. Riddle them with questions, and make sure that you always get to the why question. The other types may be necessary and provide sufficient information, but the why question forces students to think deeper and add meaning to their learning.

Tip #7: Confess to them.

Admitting that you've failed yourself means your human. So, despite the way many teachers enjoy standing on their pedestal and announcing their superiority. Confessions bring your students closure to you and ensure that they will follow you the whole way through.

Tip #8: Entice them.

Reel them in with bits and pieces of information. Don't give them everything they need to complete their assignment or answer too quickly. One of the toughest skills of teaching lies with holding back the knowledge and waiting for the student to figure it out on his or her own.

Tip #9: Experiment with them.

Give them a test where they know failure is allowed. They'll take it and learn from it either way. Tell them exactly what you're doing, how you're doing it, and why you're doing it. The ultimate goal isn't failure but dialogue. You, the teacher, learn more about them and how to help them.

Tip #10: "How much will I fail?"

For reluctant students, this works well. Tell them to imagine the many scenarios where they fail. Build it all up and walk around in it. See what it feels like before it happens and then when it happens it won't be such a surprise.

Tip #11: It's all in the details.

When you do this, teach them to pay attention to details while making sure that they know fixing a mistake is exactly when learning begins. The answer is usually in the details so have them explain this and understand it.

Tip #12: Expose them to the unknown.

There's no better breeding ground for failure than exposing them to a completely foreign concept. Plunge them into a place where they don't know what's coming next. It feels like their feet can't find the floor but it also exposes them to the notion of taking risks and you then get to show them how to regain their footing again.

Tip #13: Encourage risk-taking behavior.

There are those moments when a teacher's natural inclination is to act like a parent. We tend to act like mother hens and keep them nicely gathered into groups and straight lines. But, when a student exhibits behavior that shows he or she is a risk-taker, encourage it. Let them loose to walk out of step with the rest.

Tip #14: Let them take baby steps.

On the flip side, although some students may be more inclined to be risk-takers, others simply aren't. That's when you still apply the other Tips but hold back on the students who show anxiety when pushed too hard.

Tip #15: Discourage perfectionists.

This entails a lot more than baby steps. If you have to deal with perfectionists, you need to come right out and tell them that part of the criteria for learning requires them to make mistakes. In fact, make it a grade that they must make mistakes or the perfectionists might resist until the very end.

Tip #16: Stay Positive.

The majority of people don't see making mistakes as good, so staying positive will make a huge difference, especially because students will be negative at least at first.

Tip #17: Teach them to apologize.

Making mistakes means that at some point someone else might get their feelings hurt or become upset. This is the best time to work on saying you're sorry. So many people spend their lives not knowing how to say they're sorry and they lose a lot of friends and loved ones in the process. You might have to be the first person to say you're sorry.

Tip #18: Teach them to take responsibility.

Showing them how to take responsibility for their actions is another great tool to use when in the process of learning from mistakes. Especially because blaming others usually just keeps people stuck in their failures.

Tip #19: Teach them to start over.

Starting over will be a necessary tool to not just learning from failure but overcoming it. The idea of teaching them to start over means they may have to just scrap everything and start from scratch sometimes.

Tip #20: Teach them to focus.

Whatever their focal point, that's where they'll go. Learning from failure doesn't just mean you look at the mistake but that you also adjust the way you learn the next time. Changing focus becomes that much more important.

Tip #21: Show them how to problem solve.

Once they're comfortable with making mistakes, starting over, and adjusting their focus, they need to learn to problem solve. There are those turning points when the mistakes they've made help them learn how to fix a problem. If they can't do it on their own, help them along.

Tip #22: Help them eliminate fear.

If you notice that some students fester in the feelings of fear, help them extinguish this. You can tell because their comments or their performance will be tainted with mediocrity.

Tip #23: Brush them off.

Some will also linger in their failure for too long. You may have to simply brush them off with a nice swift command to get up and keep going. Others may need you to tell them exactly what they're doing wrong.

Tip #24: Foster curiosity.

In order to dig into any lesson or learn anything new there needs to be a deep level of curiosity. If there's a dull break in their work, then foster curiosity by enabling them to wander in different directions with their assignments.

Tip #25: Bridge gaps.

If you see that students aren't just making mistakes but truly don't have the tools to learn from them then bridge the gaps with information, reading material, whatever they need to move on to the next step.

Tip #26: Show them respect.

If they aren't up to par with the rest of the students, don't make them feel as if they are. Offer them the respect you would to even a superior because they probably already feel sensitive about it.

Tip #27: Teach them to collaborate.

At this point students should be pretty comfortable with failure, so collaboration should come easily and effectively. Students then help each other learn how to not just problem solve but lend a helping hand when moving to the next level.

Tip #28: Emphasize practice.

Once they've learned or mastered something. Slip the word "practice" into the equation. It's one of the most reviled words in student language so sneaking it into learning becomes imperative to making it actually happen.

Tip #29: Teach them to visualize.

Another way to help student fix their mistakes is to teach them to visualize overcoming them. It's not only a powerful but a functional tool across the board. This applies to so many types of lessons, criteria, and paths in life.

Tip #30: Teach them to innovate.

With innovation success follows at one point or another but so does failure. Maneuvering them through creative sessions filled with new ideas that may or may not fail gives helps to build their confidence and gives you a chance to show them that failing is part of success. Click here to read more about education innovators.

Tip #31: Don't let them give up.

When students pound away at a new idea, it can be overwhelming and sometimes cause anxiety. Some grab that and use it to their advantage while others just simply give up. Be aware of it and stop it before it happens. Click here to read more about promoting grit and delayed gratification.

Tip #32: Teach them courage.

Courage was never born of success. It took a heavy dose of failure to enable it. When you start to wonder whether or not things are working out for a particular student or a group of students with failure after failure, just remember the pillars of courage are materializing with the teacher coaching students along the way.

Tip #33: Teach them to build thick skin.

Within the larger picture of teaching courage, there's a body of thick skin necessary to get there. Wounds drain anyone of vital energy needed to move on, so help students build thick skin by giving them power (energy). That power may be in the form of a positive remark, a tough demand, or a redirection.

Tip #34: Let them cry/whine/complain.

Within the need for thick skin, the need to make some more space for power may come in the form of crying, whining or complaining. That doesn't mean they get to remain there, but let it happen depending on the significance of the failure.

Tip #35: Redirect them.

Redirection blends with TIP #5 Insert Lesson Here. It's always necessary to redirect because you need that almost as a segue to inserting the lesson you want to teach. Eventually, however, you do want them moving independently from failure to lesson but that's even hard for a pro.

Tip #36: Empower them.

Yes, empowering them encapsulates giving them a lesson but it's the opposite of inserting a lesson. You need to give them that independence to do what they need to in order to get from A to B. Empowering them means letting go and therefore showing them they can do this on their own. Click here to read our interview with Venspired's Krissy Venosdale who said that teachers don't need to know all the answers.

Tip #37: Teach them to believe in themselves.

Teaching them to believe in themselves is similar to confidence but not. Having confidence could mean faking it. Teaching them to believe in themselves means you continue to reiterate that they have the means and tools to accomplish their goals/dreams right there inside them.

Tip #38: Inspire them.

Offer inspiration at every turn. By inspiration, that doesn't mean positive reinforcement. It means finding those characteristics unique to them and using it with all of the above. Sprinkle it throughout the learning process and the results will amaze both teacher and student.

Tip #39: Help them build character.

While developing a thick skin may make them all-powerful, what's the point if you're left with another version of a power-hungry business person? While including collaboration, add a dash of character by challenging them to show the benefits to the world around them in whatever form that may be. This may embody a small-scale response or a larger concept depending on the subject.

Tip #40: Make them feel comfortable.

Intermingled with several Tips, create comfort. A calming feeling may be needed if everything gets too intense. For instance, if after inciting students to action, they end up clawing at each other instead, then balance the situation with comforting, soothing remarks.

Tip #41: Teach them to embrace failure.

Knowing that failure is their key to success should be sinking in by now, but if it's not, teach them to embrace it. They need to understand that without failure they simply can't succeed so make that clear to them.

Tip #42: Teach them to bounce.

Show them how to bounce back. If they've built a nice layer of thick skin after their exposure to failure, they also need to have elasticity. Show them that they can fail more effectively when they treat it as a springboard as opposed to a solid force with which to plant your feet.

Tip #43: Teach them choice.

Give them options. Through multiple failures there's a pronounced understanding that you could've done things differently. So, point out their ability to make choices and change them.

Tip #44: Teach them resilience.

Bouncing back means nothing without the essence of resilience. After allowing whatever particular failure to spring off of them, they too need to be able to form some of their original shape. The idea is that they recover with little or no bruising. They master keeping themselves intact.

Tip #45: Teach them to care.

Remember that failing takes it's toll on a person so between building them up and establishing resilience, don't let them lose the ability to care. Cold-hearted winners are never the goal. Creating balance and kindness benefits all.

Tip #46: Teach them strategy.

Learning strategy or a new strategy means implementing a subtle edge where there wasn't one before. It also means jumping a hurtle that was overlooked the first time around. Helping students adjust their strategies for best end-results fine tunes their skills bringing them closer to success.

Tip #47: Show them success.

Here's the tricky part. By now, you've tripped and fallen flat with them so many times that they're bound to find a modicum of success on their own let alone with any lesson you're guiding them through. However, if that hasn't happened, please give them a taste of success or the whole idea of failure becomes pointless. Click here to learn more about giving feedback.

Tip #48: Point out power.

Show them how success and power work hand in hand. People, who are given power without having felt it and considered it at least once before, can get sucked into it and lose themselves.

Tip #49: Emphasize humility.

What made the learning process so functional and powerful in the first place was the humility everyone began with. The students knew nothing and, if they thought they did, it was the job of the teacher to remind them that there was still more to learn. Just say it. Remind them of this.

Tip #50: Shake their hands.

Whether they're right in front of you or roaming around in a virtual world. Shake their hands. Pat them on the backs. A "job well-done" coming from their teacher means a whole lot more than any other reward given, especially when you've been through the roller coaster ride of failure and success.

A former Publications Specialist at Florida International University where she also received a bachelor's degree in English, Lisa Chesser left the publishing field to pursue a career in education.

In her first three years of teaching Language Arts, she won an Excellence in Teaching Award for helping students achieve 50 percent learning gains. Because she's also a writer, an editor, and an artist by trade, students often take more interest in their learning environment because she teaches them the value of it in the workplace.

You can find her on Google+.

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The Gift of Failure: 50 Tips for Teaching Students How to Fail Well - InformED

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What if, when students failed, teachers praised them? In the business world, the world of entrepreneurship, failure remains inevitable but so does success if you keep plugging away at your goal. Embracing this in education teaches students to learn that mistakes lead to success. Science teachers probably understand this concept better than most teachers.

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This post originally was a request for help to find clips, and now I've turned it into a "Best" list sharing the ones readers have recommended.
Last week, readers were very responsive to my request for help in finding TV and movie scenes that demonstrated metacognition, and you can see them all at The Best Movie/TV Scenes Demonstrating Metacognition - Help Me Find More.

Now, I'm looking for clips showing characters demonstrating a growth mindset.

I've got plenty of great clips and animations that explicitly explain what a growth mindset it, and you can see them at The Best Resources On Helping Our Students Develop A "Growth Mindset."

But video clips from TV and the movies are obviously more engaging to students, so I'd like to have a few in the mix.

You might also be interested in:
The Best Movie Scenes, Stories, & Quotations About "Transfer Of Learning" - Help Me Find More! The Best Video Clips Demonstrating "Grit" - Help Me Find More The Best Video Clips On Goal-Setting - Help Me Find More The Best Video Clips & Full-Length Movies For Helping To Teach Persuasive Techniques (Help Me Find More) The Best Video Clips On The Benefits Of Writing Well - Help Me Find More The Best Video Clips & Full-Length Movies For Helping To Teach Persuasive Techniques (Help Me Find More) The Best Funny Videos Showing The Importance Of Being Bilingual Or Multilingual - Part One The Best Funny Videos To Help Teach Grammar - Help Me Find More The Best Fun Videos To Teach Language Conventions - Help Me Find More The Best Videos For Teaching & Learning About Figurative Language
Here are The Best TV/Movie Scenes Demonstrating A "Growth Mindset":

Moshe Mittelman recommends this great one from Back To The Future:

Mrs. Waters suggests these first two:

Judith Dubois recommends this one:

Here's one suggested by Reed Gillespie - I just wish it didn't convey that the teacher would get the student "there." Instead, I wish it conveyed more clearly that the student would get "there" more on his own - with some assistance from the "teacher."

Here's one that sort of relates to a growth mindset, but is more just inspirational:

Jen Marten suggests this from Meet The Robinsons:

Fred Delventhal made these recommendations:

I'd follow up that last video with this one:

Paul Sinnett says, "I like this one as it shows that you don't always realize how much you have learned. I worry about using Star Wars because The Force is repeatedly described as something you are born with, not something you learn. It comes from a very fixed mindset perspective:
New Studies Find Calling Children "Smart" Makes Them More Likely To Cheat Great Clip From "Lady Bird" On A Growth Mindset

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The Best TV/Movie Scenes Demonstrating A "Growth Mindset" - Help Me Find More

# data[].attributes.attachment_link.description
This post originally was a request for help to find clips, and now I've turned it into a "Best" list sharing the ones readers have recommended. Last week, readers were very responsive to my request for help in finding TV and movie scenes that demonstrated metacognition, and you can see them all at The Best Movie/TV Scenes Demonstrating Metacognition - Help Me Find More.

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Researchers at Stanford University are partnering with a San Francisco-based education startup to teach young people about the popular but often-misunderstood concept of "growth mindset," which puts forth a new concept of intelligence.

Under the partnership, announced Tuesday, Stanford's Project for Education Research That Scales (PERTS) and the company ClassDojo have developed a five-part series of animated videos that will be available free to teachers in coming weeks. It's the first in ClassDojo's "Big Ideas" series, which brings research into the classroom.

Growth mindset, popularized in recent years by Stanford's Carol Dweck and her colleagues, offers the tantalizing theory that students' intelligence and abilities can be developed over time, in part through the right kind of encouragement.

Dweck and her colleagues found that praising children for hard work encouraged them to work harder, while praising them for being smart actually had the opposite effect: it often made children put the brakes on their academic risk-taking, for fear of jeopardizing their "smart" label through academic failure.

Though the idea is fairly straightforward, Dweck has recently said that many parents and teachers misinterpret it. They believe that adults should simply praise a child's effort, even if he or she didn't succeed in the bigger goal, such as passing a test, playing a musical piece or making a sports team.

Praising effort alone isn't helpful if a child isn't progressing, she says. Rather, teachers and parents should praise children's strategies and help them see how these can produce the desired results.

In a speech at Stanford last fall, Dweck suggested that adults use feedback such as, "Wow, you really practiced that, and look how you've improved." Or: "See, you studied more and your grade on this test is higher."

Liam Don, one of ClassDojo's co-founders, said the new project grew out of classroom observations, in which teachers with small amounts of open classroom time sometimes played instructional YouTube videos. He said teachers were also struggling to bring growth mindset into their classrooms.

"They'd heard about it from another teacher or a principal, but they found that with their youngest students it was hard to find an engaging way to present the concept," Don told USA TODAY.

The short videos, to be released every Sunday through mid-February, will likely find a lot of eyeballs: ClassDojo says it is being used in more than half of U.S. schools and 180 countries.

"Because of their reach and their ability to make engaging materials, it really seemed like a no-brainer for us to try to work with them," PERTS Executive Director Dave Paunesku said.

Don said the ClassDojo teacher community would likely recommend the videos to each other, often through direct word of mouth.

"It's the way that it happens," he said. "It's almost always from a colleague or a conference. The surprising thing we've seen is that the online conversation is only a small subset of the conversation that's happening out there in the world."

The videos are available at https://www.classdojo.com/bigideas/
Follow Greg Toppo on Twitter: @gtoppo
Read or Share this story: http://usat.ly/1V6HlgH

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Short videos to teach 'growth mindset' to students, teachers

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Researchers at Stanford University are partnering with a San Francisco-based education startup to teach young people about the popular but often-misunderstood concept of "growth mindset," which puts forth a new concept of intelligence.

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How do the grading policy and a growth mindset connect?

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After you have contacted to your child's teacher, if you still have questions, concerns, or comments about your child's grades, their report card, or college transcript, please contact the principal or their grading and reporting designee.

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The power of yet | Carol S Dweck | TEDxNorrköping