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Share an idea or a point of research  from at least one of the five components that you found especially relevant/insightful to your role at NCS.

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Share an idea or a point of research  from at least one of the five components that you found especially relevant/insightful to your role at NCS.

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I think one of the largest take aways I got from this reading was that for challenge to be affective and appropriate it needs to be leveled to student performance. The author states that "we need to know 90 percent of what we are aiming to master in order enjoy and make the most of the challenge"(57). This is important to note, because it is easy to create a challenge that certain students will not be 90 percent prepared for, and will not reach the criteria of the challenge. Especially in challenges that require reading, challenges that students do not have a capability near 90 percent are not going understand what they are reading. These students will not be able to meet all challenges comprehending the text, because they will be busy decoding and learning. Especially in our school where reading levels vary, its important to consider this so students are given challenges that are appropriate. As teachers its our job to create these appropriate challenges that are attainable, will allow them to grow, and be successful.

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While reading the 5 components of learning what most resonated with was the confidence component and how I believe that is the hardest one to achieve for students. Students need to be resilient to build confidence and be able to be adaptive and productive. Teachers must scaffold new knowledge to new content that must not be too uncomfortable for students to be an appropriate challenge.

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I thought it was interesting that students need to know about 90% of the content in order to be successfully challenged. Sometimes when I am challenging students I think that the percentage of what they are already capable of may be too low. I might be calling them so far out of their comfort zone and ability level at times that they feel overwhelmed. At the same time, they have often risen to the occasion. Furthermore, I find it challenging to get students from a 3-6th grade level to graduation ready by only asking them to build off from 90% of what is already known. This is something that I am wrestling with from our reading.

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The Challenge Component,  I feel as we have to help influence them in the best possible way. Also recognizing they also get other influence. Realizing that what works for one student might not work for another. We want them to have the self worth in them to achieve whatever task is given. The goal should be set with clear expectations and attainable goals to accomplish the challenge. Making sure the learner has the tools needed to complete the task. 

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The Challenge Component,  I feel as we have to help influence them in the best possible way. Also recognizing they also get other influence. Realizing that what works for one student might not work for another. We want them to have the self worth in them to achieve whatever task is given. The goal should be set with clear expectations and attainable goals to accomplish the challenge. Making sure the learner has the tools needed to complete the task. 

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this comes through my head often as i set goals and often have rewards for my preschool kiddos and i often wonder if what they are working for is to se self imporvment or is it just for a toy. if a toy or prize wasnt in the picture would the child still reach for the goal of setting the behavior.

-Jarett

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I thought it was very interesting to think about students level of confidence and their ability to self-assess their work. The fact that students with lower performance assess themselves at a lower level than their actual performance demonstrates their need for intervention. There is inherent value in collaborating with students so they can more accurately understand their level of learning.

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While going through the article, I couldn't help but think about many of our students facing these challenges. Some of them show a mix of certain personal traits mentioned in the article, like self-handicapping and a feeling of hopelessness. Specifically, some students tend to see themselves in a very negative light and engage in behaviors that reinforce this negative view. The article explained that this is a way for them to protect their sense of self. Another thing I noticed is that a larger number of our lower-performing students exhibit hopelessness. They avoid tasks that are meant to help them practice skills and learn because they're afraid of failing. While reading this article, my mind gravitated to "What can I do to change the students' mindset?" on these self-attributes.

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 What are two things you found interesting? 

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 What are two things you found interesting? 

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What is something you agreed or disagreed with? 

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What is something you agreed or disagreed with? 

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Something I noticed is that most of these self-attributes come from fear based thinking. Fear of failure, fear of exposure, fear of increased commitment or effort or striving. Also, fear of success and what that might mean for self. If students (and teachers) are living in fear based thinking, there's no way to access their higher thinking, meta-cognitive brain. There is very little room for asking them to reach out, strive or attempt "new" things, because their PERCEPTION of what could happen, or how others will think of them over-powers their desire for growth.

Even in reading this, my fear-based brain went a bit into survival mode... I have to do more? I have to find greater capacity to meet them where they are? I have to make learning and the environment for learning more inviting and perceived as MORE ... Also, I found in some of these descriptions a bit of myself and the behaviors, mindsets and habits I've carried in the last few months. Maybe it's because of so many personal things in my world changing and stretching and hopefully growing, and maybe it's just because I'm at perceived place of "empty". But some of these self-attributes might be truer for me than I'd like too.

The second piece I reflected on was that all of this part of the book is based on perception. On page 45, the last line of the second paragraph is "A major purpose of schooling is to enable students to 'back themselves' as learners of what we consider worth knowing." As I read that, my understanding noted in my margin, was that school might not be about learning anymore, but rather about the perception of self as a learner. This was also something I thought and expressed in the Visual Learning class last night, with Dave N., that some of us are taking. In the world where schools have become the everything for students to grow into adults, teachers can't get to ALL the standards. We can't teach ALL the skills or materials or concepts, so we have to pick and choose. And within that choosing, I am hoping that students leave my room with the abilities needed to be lifelong learners. To be curious and confident that they can seek knowledge. But there we are again, it's back to perception, rather than concrete doing.

So maybe I've come full circle. My take away, I guess, is that I can't do much to help them do much, unless they're ready to do some. But there is hope that as I'm doing a little, maybe they can find a little value in themselves, to do a little more. And in this way some of the self-attributes will lean more positive, until they find themselves, maybe by accident, maybe on purpose, identifying their perceptions as actual realities in learning.

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I enjoyed the article and found many of the self-attributes discussed to be insightful. Furthermore, it reaffirmed and brought some very important topics back to the forefront of my planning. These attributes also really emphasized the importance of integrating routines that build student metacognition.

While reading I was able to picture a few students who fell under each category. This article pointed out some interesting and insightful behaviors that directly impact not only student learning, but also their attitude toward learning.

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While reading, I thought the process of self-concept was interesting in the fact that maintaining a sense of self esteem and valuing deliberate practices that build self esteem in students.

Also, self handicapping / learned helplessness can be stifling to their level of achievement if they have no internal drive or motivators. In turn, creates hopelessness and even higher achieving students that do well, but know they can't change their situation are observant enough to feel despair and internal drive moving forward with any plans.

Students also need to have self dependence to foster life skills and adaptive living skills for post secondary education. Students need to have enough organizational skills and be able to regulate their own learning for college or further job training.

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I found it interesting to think about how some

of the high achievers in my class actually have a low self-efficacy. They can tend to avoid difficult tasks and become more upset with mistakes than other students. It is important to remember that their self-efficacy needs to be shaped and the classroom is a place where that happens.

I also found the portion of the article about self-handicapping quite interesting. I had never thought of how some behaviors were actually a form of self-handicapping to protect oneself. It is important to recognize this in the classroom and support these students with clear intentions of learning to scaffold them.

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"Ensuring challenge is calibrated to the particular needs of the learner at a particular time is one of the most essential roles of the teacher AND appears non-negotiable for student growth."

I feel I am living and breathing this particular quote from the Challenge component.

However, I also feel like I am working constantly within the realms of the first four components trying to find that perfect spot for each of my students.

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I found the self-dependence part thought provoking. I find a lot of the students very dependent on adult directives in the classroom. They become very uncomfortable when they don't have what you could call a "check list" to work from. Self-Regulate, self-monitor, and self-evaluate would be very beneficial skills and abilities for us to help them develop and use.

I also was thinking about how a lot of our students, both high achievers and low, have low self-efficacy and how we can see that in our classrooms.

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I agree that there can be too much teacher talk in our classrooms, but getting the students to engage or to respond is a major reason for this.  This feeds into the low self efficacy that we touched on.  They don't want to stand out or be "wrong" and so many of them find it easier-less risky-- to not engage, not respond.

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I agree that there can be too much teacher talk in our classrooms, but getting the students to engage or to respond is a major reason for this.  This feeds into the low self efficacy that we touched on.  They don't want to stand out or be "wrong" and so many of them find it easier-less risky-- to not engage, not respond.

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I agree that there is far too much teacher talk at times and not enough active listening from teachers when students are talking. I have tried to really work on active listening while having conversations and not just listening to respond. I tend to hear teachers listen, but then immediately fire back with a response or a command. Therefore, teacher language falls into compliance based talk that has more questions with very little wait time in between. Rapid firing of questions can feel accusatory and create a cognitive overload for students.