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How to Foster a Growth Mindset In the Classroom

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How to Foster a Growth Mindset In the Classroom

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Fostering a growth mindset is important in any context, especially in our classrooms. Students, especially those who have years of experience in the classroom, are already familiar with their "skill level." Many adopt their current skill level as an indicator of their intelligence & identity. Even more so if their improvement has been stagnant, "this is as good as I'll ever be." That simply isn't true, every student is capable of improvement, no matter what their past experiences may be. The brain is capable of change & improvements, students are the same. Students need to believe that they're capable of achieving great things in order to perform well.

So what are some practices that can be used to promote growth mindset in our students. To start students should know while they may not be ready for a task at the moment, they will in time with enough hard work. Emphasize the word "yet", this tells students that while they currently may not be at the point they want, they will be in time.

It's also important to have students be challenged & productively struggle in what they're learning. You don't want to rob students of a positive learning experience by making things too easy. There is little to be gained from a hollow victory. Students will notice & believe in their ability to improve the more challenges they overcome.

Lastly normalize mistakes in the classroom. Students can often be paralyzed of the "consequences" that come from being wrong. They'd rather make no mistakes than try to engage with something they may struggle with. By normalizing mistakes students can see it's okay to make them & is an opportunity to learn from them. Everyone can learn from them. Provide opportunities for students to proudly present their mistakes & how they plan on fixing them.

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Of the many challenges educators face, one of the most formidable-and least obvious-is student mindset. Teaching students to comprehend, absorb, and apply new material and concepts is challenging under any circumstances. The undertaking is much greater, however, when students doubt their ability to learn.

Can simply believing you have the ability to learn increase your ability to learn? According to growth mindset researchers, the answer is yes.

A more detailed look at mindset theory, as well as some of the ways that teachers can foster growth mindset in the classroom, illustrates mindset development's importance in education.

What Is Growth Mindset?

One theory of intelligence holds that people can be categorized according to their implicit beliefs about ability. People with a fixed mindset believe that abilities are innate, while people with a growth mindset believe that they can acquire abilities through effort and study.

Carol Dweck, a psychologist, developed the fixed versus growth mindset theory. The Stanford University professor's pioneering research, as well as her 2006 book, Mindset:The New Psychology of Success, popularized the concept of fixed and growth mindsets.

To gain a better understanding of what growth mindset is, compare the differences between fixed and growth mindset outlooks and behaviors.

Fixed Mindset vs. Growth Mindset

Fixed and growth mindsets profoundly affect the way that individuals respond to failure. People with a fixed mindset view failure as a result of their lack of ability, while people with a growth mindset see the opportunity to expand their abilities and to work harder and smarter.

The fixed mindset vs. growth mindset dichotomy can also be expressed in terms of goals. People with a fixed mindset wish to appear intelligent because they believe that failing to do so reveals a weakness. People with a growth mindset are much less apprehensive about how their intelligence is perceived because they believe that knowledge and ability can be improved through effort. These outlooks produce almost diametric goals related to learning: a person with a fixed mindset wants to avoid appearing unintelligent; a person with a growth mindset wants to overcome challenges.

While the basic concept of fixed mindset vs. growth mindset is simple, mindset designations are much more nuanced in reality. An important factor of the mindsets is that they can be different in different domains. For example, a person may have a growth mindset in athletic or artistic endeavors but have a fixed mindset in academic endeavors.

Furthermore, mindsets aren't absolute, immovable states. The fixed or growth mindset exists on a spectrum, and even those positions can vary. A person may have a predominant growth mindset in one area-math, for example-but an especially challenging problem may trigger a response that's more consistent with a fixed mindset.

Dweck has described the growth mindset theory as a response to the self-esteem movement, which held that lavishing students with praise builds confidence that leads to improved achievement.

Mindset researchers propose a different approach. Instead of giving students general praise or praising outcomes-an ineffective practice in Dweck's view-teachers should focus on praising students' efforts and the steps they take to overcome challenges and make progress. By doing so they reinforce the simple but powerful idea that ability can be improved.

Benefits of a Growth Mindset in Education

Dweck's early research demonstrated multiple potential benefits to encouraging a growth mindset in education. One of her studies showed that praising students' efforts rather than their intelligence made them more likely to pursue more difficult challenges. Another study demonstrated the influence of simple mindset interventions. Her research showed that students who were taught about developing intelligence went on to perform better in school and exhibit more motivation in the classroom.

Growth mindset has been widely embraced inside and outside of education. (Growth mindset has become a popular topic in the business world, for example.) However, the concept isn't without its critics. Skeptics point out that few researchers have been able to replicate Dweck's results, and much of the corroborating research that's been done has been done by Dweck and her colleagues. Still, mindset research continues to advance, and evidence of the benefits of a growth mindset in education continues to mount.

How to Foster a Growth Mindset in Students

Learning how to foster a growth mindset in students requires time and practice. The approach requires consistent instruction that reinforces and demonstrates the idea that students can improve their ability. At the most basic level, mindset techniques involve shifting emphasis away from outcomes and toward efforts and process. Rather than praising an accomplishment, the instructor praises the efforts and learning steps that led to the positive outcome.

Looking at examples of how instruction and language can be altered to encourage a growth mindset illustrates how teachers can change the way that students perceive the learning process:

Fixed mindset statement: "It's OK if you're having trouble. Maybe algebra isn't one of your strengths."

Growth mindset statement: "When you learn how to do a new kind of problem, it develops your math brain."

Another example stresses the importance of encouraging students to work through problems:

Fixed mindset statement: "Great effort. You tried as hard as you could."

Growth mindset statement: "The goal isn't to get it right immediately. The goal is to improve your understanding step by step. What can you try next?"

Teaching students to be encouraged when they experience difficulty can also reinforce growth mindset:

Fixed mindset statement: "Don't worry, you'll get it if you keep trying."

Growth mindset statement: "That feeling you're experiencing of algebra being hard is the feeling of your brain developing."

A growth mindset approach still demands optimal performance from a student-simply rewarding efforts isn't effective, and, in fact, it can be harmful if the student's efforts are ultimately fruitless.

Part of growth mindset instruction is teaching students to ask for help and to use any resources that can assist them. Just as students are still responsible for learning the material, teachers are still responsible for giving them the tools they need to learn.

10 Strategies for Fostering a Growth Mindset in the Classroom

Helping students develop a growth mindset requires deliberate effort from teachers, but many of the methods can be easily integrated in their existing practices. The following strategies and tips can help educators foster a growth mindset in the classroom:

1. Normalize struggle. Struggle is part of the learning process, and emphasizing and reinforcing that idea helps students react positively when they feel challenged.

2. Encourage engagement with challenges. Portray challenges as fun and exciting, and easy tasks as boring.

3. Embrace the word "yet". If someone makes the statement "I'm not a math person," adding a simple qualifier will signal that a process exists for gaining ability. "You're not a math person yet."

4. Tout the value of hard tasks to the brain. Promote the idea that brains are malleable "muscles" that can be developed. Research on brain plasticity supports the idea of neural growth, and mindset research has shown that believing the brain can grow has a demonstrative effect on behavior and achievement.

5. Demonstrate mistakes and celebrate corrections. Mistakes should be viewed as learning opportunities. Teachers can model this outlook in reactions to their own mistakes and steps they take to correct a mistake.

6. Set goals. Having students set incremental, achievable goals demonstrates the attainability of growth and progress.

7. Develop cooperative exercises. Working together to solve problems emphasizes process and reinforces the importance of getting help and finding solutions. It also deemphasizes individual outcomes.

8. Provide challenges. Part of developing a growth mindset is teaching students to overcome obstacles. A particularly hard math problem or complex writing assignment that stretches their abilities can provide opportunities for growth and further instruction that emphasizes problem-solving.

9. Avoid praising intelligence. This may seem counterintuitive, but praise for "being smart" reinforces the idea that intelligence is a fixed trait. This can be demotivating for the students being praised ("I'm smart; I don't have to try harder"), as well as for those who don't not receive the praise ("That student is smart; I'm not").

10. Don't oversimplify. "You can do anything!" may feel like harmless encouragement, but if students aren't put in a position to overcome challenges, they'll conclude that such statements are empty, and the educator will lose credibility.

How to Foster a Growth Mindset in Teachers and Administrators

Extending the concept of growth mindset theory to teachers and administrators is critical. Research suggests that growth mindset approaches are more effective in supportive environments. However, individuals interested in promoting growth mindset initiatives can encounter resistance. Cultural changes in any institution or system are difficult, but understanding those challenges is the first step to finding common ground and moving forward.

Overcoming Challenges

Changing the instructional practices and policies that teachers and administrators have established can be difficult for many reasons:

Teachers and administrators who have invested time and effort in their current methods of instruction and classroom culture may resist change, particularly if their methods have been successful.

Teachers and administrators who are routinely asked to make changes or adopt new teaching methods may feel skeptical about a new method's benefits.

Teachers and administrators commonly work under tight time constraints that make it difficult to learn new methods or implement new policies.

Teachers and administrators may have fixed mindsets themselves and discount the mindset theory's validity.

Efforts to overcome resistance to growth mindset initiatives should focus on the demonstrated benefits to students. A shared goal of helping students can ease the challenges of culture change.

Five Tips for Creating a Growth Mindset Teaching Culture

Working together to reframe their shared challenges and goals can help both teachers and administrators develop growth mindsets and culture:

1. Value the process over the result. Valuing the process over the result can be difficult in a results-driven environment, but teachers and administrators who value the growth mindset and its long-term benefits are more likely to stay the course.

2. View challenges as opportunities. Students aren't the only ones facing challenges; teachers and administrators can benefit just as much from an outlook that celebrates the process.

3. Experiment with different teaching methods and learning strategies. Helping students build the skills they need to improve is a key element of the growth mindset approach. Teachers and administrators who embrace a growth mindset shouldn't be afraid to experiment.

4. Celebrate growth. Finding teaching strategies that reach students and help them learn should be celebrated with the students, as well as with other teachers and administrators. This reinforces the emphasis on effort and process. It also provides opportunities to share valuable learnings.

5. Communicate about your growth mindset. Sharing successes and failures among teachers and administrators helps to establish a culture that values challenges and a growth mindset.

Providing Tools for a Lifetime of Learning

A growth mindset's defining characteristic-the belief that intelligence is malleable-provides a powerful formula for improving student outcomes. Students who believe that they can get smarter and that effort makes them smarter will put in the effort that leads to higher achievement.

The understanding that they can always learn new skills and overcome challenges through hard work is a lesson students can carry well beyond their school years. As the COVID-19 pandemic demonstrated, many of the learning challenges that students will face can't be foreseen. By helping them develop a mindset that doesn't shrink from challenges and teaching them learning methods that can be applied to any subject or obstacle, educators prepare students for increasingly dynamic work environments and an increasingly complex world.

Educators interested in how education and learning can be life changing should explore American University's School of Education degree programs, including its online Master of Arts in Teaching (MAT) and online Master of Education (MEd) in Education Policy and Leadership. Preparing teachers and policy makers to transform the education system to benefit all learners is a core principle of American University's School of Education.

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How to Foster a Growth Mindset in the Classroom | American University

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Embracing a growth mindset can help students learn more and overcome challenges. Explore strategies for fostering a growth mindset in the classroom.

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Most lessons can usually be split up into three parts. Those parts being the beginning, during, & end of a lesson. A simple way to look at it, but there can a lot of parts that go into creating an ideal math lesson.

To start it has to be engaging & be clear to the students. It should remain open ended, but not so much that it's directionless. Students should know what is expected of them when it comes to their learning. They don't necessarily have to immediately know what the method to solving a problem is. It can be slightly unfamiliar, what matters is you guide them through their thought process so they can see what works. Learning should still connect to & build off previous lessons & concepts. Have new discoveries can be found by their application of former concepts.

While teaching your lesson it should be well paced, but should be flexible enough to help students who may be having difficulty. Every class period & student goes through material differently. So you're never really going to know how something will go until you teach it a few times. During the lesson you should actively be supporting students as they work through the lesson. The lesson should promote deep thinking in your students. While worthwhile it's sure challenge students & will get them asking questions. When they do make sure you have a variety of techniques to help support them. Don't result to giving answers, but showing them something in a new, & hopefully more understandable light. As students progress through the lesson, they should become more involved in their learning.

At the end of a lesson you should actively reflect with your students. Seeing what does & doesn't work & why, & how you can all improve from it. Of course it can also help to have a more "permanent" form for students to reflect/show you what they know. Using formative & summative is a great way of gather student data & seeing where everyone is at. This can help you make adjustments to later instruction. Speaking of which make sure to connect what was learned to future learning targets. Students will find what being learned much more important if they know it's not just a one off thing.

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How I can use the Rubric to Develop Concept-Based Teaching & Instruction Skills

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How I can use the Rubric to Develop Concept-Based Teaching & Instruction Skills

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The rubric shown in the reading can be used as a roadmap to show me where I'm currently at in my teaching & instruction skills. Looking through it I currently stand in the novice & emerging sections of the rubric. I mainly struggle in the pacing & the delivery of the material I teach. Although said material has the potential to be an engaging student lead lesson. The mastery level is where I should aim to be in my teaching, looking throughout it can give an idea of some steps I could take to get there. For example I need to get better & designing guding questions. I feel my questions may not always point students in the right direction, then I may find myself a bit lost as well.

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What should Ideal Math Learning & Teaching Look Like in the Classroom

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What should Ideal Math Learning & Teaching Look Like in the Classroom

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Ideally in the math classroom, you would want students to discover & internalize the concepts you're teaching. It's much more meaningful to figure something out than be told exactly what to do/ how it's done. Often in traditional math classes, discovery is overlooked. More so focused on the memorization of procedures to get the right answers. Students need relevant applicable material in their learning. Students carry a wealth of experiences with them, we should use those experiences to personalize learning to make the content more meaningful to our students. Math is all around us, so this is achievable with the right amount of planning.

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Effective math instruction is key to helping students understand and enjoy math. It's not just about numbers; it's about teaching methods that engage students and help them grasp complex concepts.

A good math class addresses every student's needs, making learning accessible and effective for everyone.

WHAT IS EFFECTIVE MATH INSTRUCTION?

Effective instruction is vital in giving all students the chance to understand and enjoy mathematics. It's about more than numbers and formulas; it's about deepening student understanding and appreciation of math.

This kind of teaching helps students think better and solve problems on their own.

Effective math teaching uses clear methods that make math easy to understand and interesting for students. Teachers use interactive lessons that keep students engaged and encourage them to discover how math works through practical examples. It also can serve as tool for math intervention.

Effective math instruction also addresses students' social-emotional needs and ensures that learners of all abilities can access the curriculum.

The Impact on Student Outcomes

Strong math instruction greatly impacts how well students do in school. Beyond directly improving their math knowledge, it also makes them more confident in math and improves their overall learning skills.

Students learn to think critically and solve problems more effectively. This not only helps them in school but also prepares them for future challenges.

It also changes how students feel about math, turning it from a challenging subject into something they can master and value.

The Top 7 Elements of an Effective Math Class

Creating an effective math class involves mixing and matching various teaching strategies and principles that help all students learn better.

Here are the top seven elements that make math classes more impactful:

1: Differentiated Instruction

Differentiated instruction adapts teaching to meet the unique needs of each student. This approach ensures that every student engages at a level that suits their skills and understanding.

This approach can be implemented through:

Personalized Learning Paths: Use technology to create individual learning pathways for students, allowing them to progress at their own pace.

2: Inquiry-Based Learning

Inquiry-based learning encourages students to explore math through questions and problems that require critical thinking and deep exploration.

This method helps students understand math concepts by investigating and solving real-world problems, making learning dynamic and student-centered.

Integrating this style promotes a more interactive math class, as students actively participate in their learning process.

To foster this in the classroom, include:

Socratic Seminars: Facilitate discussions where students ask questions and engage critically with mathematical concepts.

3: Real-World Connections

Linking math instruction and the real world increases student engagement. When students see how math applies outside the classroom, they are more likely to appreciate its value.

This connection not only boosts motivation but also helps students understand the practical impact of their mathematical skills.

Implement this by integrating:

Community Projects: Encourage students to identify and solve community issues using mathematical concepts.

4: Hands-On Activities and Manipulatives

Using physical tools and interactive methods, such as manipulatives, helps clarify complex math concepts for students. These tools provide a tangible way to explore abstract ideas, making them easier to understand and manipulate.

Hands-on activities are particularly effective in making math lessons more engaging and memorable.

Make math tangible with:

Interactive Simulations: Employ digital simulations to explore complex mathematical theories and problems.

5: Interdisciplinary Connections

Interdisciplinary teaching connects math with other subjects, such as science, history, and art.

This approach encourages students to apply mathematical thinking across various contexts and disciplines.

Enhance interdisciplinary learning by:

Guest Speakers: Invite professionals from various fields to talk about how they use math in their daily work.

6: Scaffolding and Reteaching

Effective math instruction involves scaffolding-providing support structures for students as they learn new concepts. Teachers build on students' prior knowledge and provide incremental support to help them reach higher levels of understanding.

Reteaching is also critical; revisiting concepts that students did not grasp the first time ensures that all students advance with a solid understanding.

Effective strategies include:

Small Group Instruction: Dedicate time for small group sessions where you can focus on specific needs, allowing for more personalized and targeted instruction.

7: Social-Emotional Support

Creating a supportive environment is essential for students to thrive, especially for students who may experience anxiety or frustration with math.

Addressing social-emotional needs is as important as teaching the curriculum, ensuring that students feel secure and valued in their learning journey.

By fostering a safe space where students can engage in productive struggle and fail safely, teachers help students develop resilience and a growth mindset.

Build a nurturing classroom by:

Growth Mindset Culture: Teach and reinforce the growth mindset, praising effort and persistence over perfection.

Supporting Teachers to Deliver Effective Math Instruction

Supporting teachers is crucial to the success of any math program.

Effective professional development and resources are essential for equipping teachers with the skills needed to deliver effective math instruction to their students.

The Importance of Professional Development

Professional development for math teachers isn't just about learning the latest teaching methods; it's about creating a supportive community where teachers feel valued and are continuously improving.

Investing in regular training helps teachers stay current on new educational research and techniques, which directly impacts their effectiveness in the classroom.

Strategies for Ongoing Support

To maintain high-quality math instruction, schools must provide teachers with ongoing support and the necessary tools. Here are some practical ways to achieve this:

Collaborative Planning: Encourage teachers to collaborate on lesson planning and share successful practices with their peers.

By focusing on these strategies, schools can help teachers feel supported and empowered, which in turn enhances the learning experience for students.

Enhancing Math Teaching for All Students

Effective math instruction combines different strategies to meet all students' needs. By using varied teaching methods, real-world applications, and supporting emotional well-being, we can improve how students learn and feel about math.

Integrating these elements leads to better learning outcomes and prepares students for future challenges.

Let's commit to enhancing our teaching methods to make math meaningful for every student.

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The Top 7 Elements of a Highly Effective Math Class

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Want to know the elements of a highly effective math class? Check out our top 7 list & see how to create a rich learning math environment in your class.

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The teacher's main role is to guide students through their own path in learning. While it's true that teachers contain a lot of content knowledge & should pass it on to their students, it doesn't have to be passed in standard way. Such as writing the information in a presentation & having students take notes. Instead we should provide opportunities that have students take responsibility for their own learning. It has to be engaging & relevant, which is easier said than done, but it's worth the investment. This can involve students having some autonomy of presenting what they learned. Teachers should guide students through the learning process. Providing questions that promote deep thinking instead of clear cut answers. Or a different approach to learning the same concepts. Teachers ideally should have a variety of methods & tools to help students understand what they're learning.

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Students aren't consumers of facts. They are active creators of knowledge. Schools aren't just brick-and-mortar structures -- they're centers of lifelong learning. And, most important, teaching is recognized as one of the most challenging and respected career choices, absolutely vital to the social, cultural, and economic health of our nation.

Today, the seeds of such a dramatic transformation in education are being planted. Prompted by massive revolutions in knowledge, information technology, and public demand for better learning, schools nationwide are slowly but surely restructuring themselves.

Leading the way are thousands of teachers who are rethinking every part of their jobs -- their relationship with students, colleagues, and the community; the tools and techniques they employ; their rights and responsibilities; the form and content of curriculum; what standards to set and how to assess whether they are being met; their preparation as teachers and their ongoing professional development; and the very structure of the schools in which they work. In short, teachers are reinventing themselves and their occupation to better serve schools and students.

New Relationships and Practices

Traditionally, teaching was a combination of information-dispensing, custodial child care and sorting out academically inclined students from others. The underlying model for schools was an education factory in which adults, paid hourly or daily wages, kept like-aged youngsters sitting still for standardized lessons and tests.

Teachers were told what, when, and how to teach. They were required to educate every student in exactly the same way and were not held responsible when many failed to learn. They were expected to teach using the same methods as past generations, and any deviation from traditional practices was discouraged by supervisors or prohibited by myriad education laws and regulations. Thus, many teachers simply stood in front of the class and delivered the same lessons year after year, growing gray and weary of not being allowed to change what they were doing.

Many teachers today, however, are encouraged to adapt and adopt new practices that acknowledge both the art and science of learning. They understand that the essence of education is a close relationship between a knowledgeable, caring adult and a secure, motivated child. They grasp that their most important role is to get to know each student as an individual in order to comprehend his or her unique needs, learning style, social and cultural background, interests, and abilities.

This attention to personal qualities is all the more important as America continues to become the most pluralistic nation on Earth. Teachers have to be committed to relating to youngsters of many cultures, including those young people who, with traditional teaching, might have dropped out -- or have been forced out -- of the education system.

Their job is to counsel students as they grow and mature -- helping them integrate their social, emotional, and intellectual growth -- so the union of these sometimes separate dimensions yields the abilities to seek, understand, and use knowledge; to make better decisions in their personal lives; and to value contributing to society.

They must be prepared and permitted to intervene at any time and in any way to make sure learning occurs. Rather than see themselves solely as masters of subject matter such as history, math, or science, teachers increasingly understand that they must also inspire a love of learning.

In practice, this new relationship between teachers and students takes the form of a different concept of instruction. Tuning in to how students really learn prompts many teachers to reject teaching that is primarily lecture based in favor of instruction that challenges students to take an active role in learning.

They no longer see their primary role as being the king or queen of the classroom, a benevolent dictator deciding what's best for the powerless underlings in their care. They've found they accomplish more if they adopt the role of educational guides, facilitators, and co-learners.

The most respected teachers have discovered how to make students passionate participants in the instructional process by providing project-based, participatory, educational adventures. They know that in order to get students to truly take responsibility for their own education, the curriculum must relate to their lives, learning activities must engage their natural curiosity, and assessments must measure real accomplishments and be an integral part of learning.

Students work harder when teachers give them a role in determining the form and content of their schooling -- helping them create their own learning plans and deciding the ways in which they will demonstrate that they have, in fact, learned what they agreed to learn.

The day-to-day job of a teacher, rather than broadcasting content, is becoming one of designing and guiding students through engaging learning opportunities. An educator's most important responsibility is to search out and construct meaningful educational experiences that allow students to solve real-world problems and show they have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-on educational standards. The result is that the abstract, inert knowledge that students used to memorize from dusty textbooks comes alive as they participate in the creation and extension of new knowledge.

New Tools and Environments

One of the most powerful forces changing teachers' and students' roles in education is new technology. The old model of instruction was predicated on information scarcity. Teachers and their books were information oracles, spreading knowledge to a population with few other ways to get it.

But today's world is awash in information from a multitude of print and electronic sources. The fundamental job of teaching is no longer to distribute facts but to help children learn how to use them by developing their abilities to think critically, solve problems, make informed judgments, and create knowledge that benefits both the students and society. Freed from the responsibility of being primary information providers, teachers have more time to spend working one-on-one or with small groups of students.

Recasting the relationship between students and teachers demands that the structure of school changes as well. Though it is still the norm in many places to isolate teachers in cinderblock rooms with age-graded pupils who rotate through classes every hour throughout a semester -- or every year, in the case of elementary school -- this paradigm is being abandoned in more and more schools that want to give teachers the time, space, and support to do their jobs.

Extended instructional periods and school days, as well as reorganized yearly schedules, are all being tried as ways to avoid chopping learning into often arbitrary chunks based on limited time. Also, rather than inflexibly group students in grades by age, many schools feature mixed-aged classes in which students spend two or more years with the same teachers.

In addition, ability groups, from which those judged less talented can rarely break free, are being challenged by a recognition that current standardized tests do not measure many abilities or take into account the different ways people learn best.

One of the most important innovations in instructional organization is team teaching, in which two or more educators share responsibility for a group of students. This means that an individual teacher no longer has to be all things to all students. This approach allows teachers to apply their strengths, interests, skills, and abilities to the greatest effect, knowing that children won't suffer from their weaknesses, because there's someone with a different set of abilities to back them up.

To truly professionalize teaching, in fact, we need to further differentiate the roles a teacher might fill. Just as a good law firm has a mix of associates, junior partners, and senior partners, schools should have a greater mix of teachers who have appropriate levels of responsibility based on their abilities and experience levels. Also, just as much of a lawyer's work occurs outside the courtroom, so, too, should we recognize that much of a teacher's work is done outside the classroom.

New Professional Responsibilities

Aside from rethinking their primary responsibility as directors of student learning, teachers are also taking on other roles in schools and in their profession. They are working with colleagues, family members, politicians, academics, community members, employers, and others to set clear and obtainable standards for the knowledge, skills, and values we should expect America's children to acquire. They are participating in day-to-day decision making in schools, working side-by-side to set priorities, and dealing with organizational problems that affect their students' learning.

Many teachers also spend time researching various questions of educational effectiveness that expand the understanding of the dynamics of learning. And more teachers are spending time mentoring new members of their profession, making sure that education school graduates are truly ready for the complex challenges of today's classrooms.

Reinventing the role of teachers inside and outside the classroom can result in significantly better schools and better-educated students. But though the roots of such improvement are taking hold in today's schools, they need continued nurturing to grow and truly transform America's learning landscape. The rest of us -- politicians and parents, superintendents and school board members, employers and education school faculty -- must also be willing to rethink our roles in education to give teachers the support, freedom, and trust they need to do the essential job of educating our children.

Judith Taack Lanier is a distinguished professor of education at Michigan State University.

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Redefining the Role of the Teacher: It's a Multifaceted Profession

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A closer look at what being an educator really means.

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How I Can Make the Transition Towards Concept-Based Math

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How I Can Make the Transition Towards Concept-Based Math

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Something that can immediately be changed is less time spent in lecturing. As of yet I don't think I've been too lecture heavy, but it's something to be aware of. More time should be spent in student exploration of the tasks given to them. Those said tasks should also go beyond the standard equations or single answer format. Instead I can ground those math concepts into real world scenarios. While it may be somewhat different for my students, they will be able to apply concepts they know to the math their learning. Not quite sure how this part will work yet since I'm not a official teacher, but I'll also have to find ways to make lessons more student focused. I'm more so wondering how to have students lead while also not being completely unsupervised. It's worth looking into though.