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Mary
We persevere and keep on trying in the cloakroom to zip up zippers independently. Students are so proud when they are successful.

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During library commons we have lots of examples of resilience every day. How do we get an electrical current to light the light. How do we make a bridge to carry the maximum weight? how do I get...….

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When my students have a problem, I remind them to try to find a solution. They are now trying to find a solution. Some are trying to find solutions and not even asking for help.

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I normalize mistakes by recognizing and naming when I make mistakes!

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taking risks
making mistakes
growth mindset activities
less stress/anxiety
better at solving problems on their own

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scheduled daily physical activity outside

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scheduled daily physical activity outside

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different ways of working- standing, clipboards, desks,

conversations around sticking with it

projects designed to incorporate the use of grit and determination

yes I think I am seeing more focus and a change in attitude towards the learning- they are learning that learning is messy and a process of stop start stop start.
Kids not handing in their first copy- willing to do several drafts

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Allowing my students to have flexible seating choices is helping my students emotional wellness.
visual schedule
growth mindset
successful learner traits
DPA is necessary all year long
I am still having trouble with a few key students.

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Mary read a story called, Beautiful Oops and discussed how we can turn our oopsies or mistakes into something positive if we use a positive mindset

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I tell them to deal with it!
Haha.  No seriously, I ask them to stretch themselves and take risks....and then we celebrate the successes they saw and how they found that success.  Or maybe we talk about how the failure or nervousness was ok.  We look at how taking baby steps is sometimes all we need.  I remind them that they are responsible for their own learning and how they are to start taking more responsibility as they get older.  When we have a problem, we talk about different ways to tackle them and how there are many strategies for them to try.  My kids are getting much better at solving their problems individually and I think it makes them happier.

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Long term projects with discussions and work as we go.
Class discussions
PE games that are unwinnable
taking risks answering if your wrong

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Given my role in the school, I have found the most success with some rather simple ideas. Most importantly I am trying to be mindful of the level of prompting I provide and to give the least amount of intervention needed. With a new set of LA students each term, the challenge is always to find how to stretch each child to be comfortable with being uncomfortable. Also it is important to help the students see the progress that they make as a result of their hard work.

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Talking about mistakes and how we can use them to make something different, or learn from them. Using book "Beautiful Oops". Since then every time students made a mistake, they name it and we talk about how they learned something from it.

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C3B4ME, encouraging Independence in students by making them solve many of their own problems. Growth Mindset sequences. NOT doing things for students that they can do themselves, and trying to get the other adults in the room to do the same.

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C3B4ME, having students be more independent.
how can you fix what's wrong- what different strategies can you use?

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I am seeing some impact on some students. The language of using a Growth Mindset helps and reminds them.

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For some students, building resilience requires having some success to build upon. To start the year, the at risk students often are non-risk takers and require one-to-one support to achieve success. A gradual release of support is what I aim for as the students feel as though they have had a successful experience with a challenging event.
Talking about it in class on a regular basis raises student awareness and normalizes the making of errors/mistakes. The greatest teacher, failure is.
Being able to have a "meltdown" and being able to come back to the challenge after s shorter period of time is a measure of success.
Having Natalie working with anxious students has also helped students manage their anxiety and non-helping thought.
Asking 3 before me strategy has helped.
I am also taking the EASE training on Pro D to get more strategies for working with anxious students.

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c3b4me
story books
brain breaks
visual schedule
sequence on resilience
discussing examples of resilience and celebrating successes
gradual decrease of support
is it working? some days
growth mindset
asking them what they are going to do to solve their problem
nodding and letting them talk through things
"yet"