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I try to promote mathematical discourse in class as much as I can. It was easier last year when I was student teaching because I could see the changes in how students problem solve as the year went on.

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We have anchor charts posted with common phrases that students say when they get stuck and have a growth mindset phrase to use to replace it.

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Share with students that mathematicians notice patterns and make sense of the world around them. Give every student opportunities to do both of those things in a variety of situations so that every student experiences success.

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I like to show my thinking and when I get stuck and how I move on with a problem.

We always discuss all the ways that a student solves them even if the answer isn't right. The student gets to talk about their thinking - it isn't right or wrong. We validate what they thought. After we have several people sharing, most of the time the students come away with new ways to think - there isn't just one right way. Some ways have more bumps and curves and that is okay!

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Sharing out their thinking. Having activities where there is an answer, but so many ways to get to that answer and having the students share their thought process. I also traffic light every session at the end so I know how the students are feeling about whatever we went through. WHen I was in brick and mortar (I am now all online) I would three trays for students to turn their work in, red yellow and green and always put the red assignments first and know that I had to probably take more time correcting that work or flagging that student. I also used it for a quick assessment of the class. If almost everyone handed it in the green folder, I know that I can move on, or maybe that topic was too easy.

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Sentence Stems that promote students to express their concerns with possible ways to solve. "I am struggling with ... maybe if I ... I can solve." This pushes students to not stop at "I can't" but to think of alternatives.

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We celebrate mistakes. Students are encouraged to congratulate each other with phrases like: way to learn, awesome attempt and now we know...

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Teach the science behind how brains grow and develop

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Model making mistakes as a teacher

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Celebrate mistakes

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Shift Mindset Sentence Stems- When students start to feel frustrated and are ready to say that they "Give Up", I have sentence stem starters that they can use, write, say out loud to help shift their mindset back to growth and positivity.

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Emotion check ins during problem solving to normalize emotions

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Anchor Posters and Videos at the beginning of the year

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Modeling to students how to be vulnerable when I'm not sure of something, how it makes me feel, and asking students for what their response might be. Additionally, modeling to students what goes through my brain when I don't know something. I think it's also important to be realistic to students about growth mindset. I took a coding class this summer and it was incredibly challenging. I felt so angry and frustrated with myself often and felt uncomfortable asking for help. I needed support with every project I coded, and had to push past those uncomfortable feelings. The more that we as teachers can normalize vulnerability, mistakes, and challenging our own growth mindset, the more realistic it becomes for students.

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We talk about "Getting Unstuck". We write reflections on where we got stuck and how we got unstuck.

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Value process over product

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Something I do in my class is try to celebrate any mistakes that lead to discoveries. I also try to point out the mistakes that I make.

A teacher in my school kept track of all of her mistakes she made in class and had a pizza party with the kids when the list got to 100. The students still talk about it.