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Ultimately, when kids don't get the "right" answer (apart from number talk discourses where there is room for diverse thinking and there is not just one right answer) we say that they don't understand the concept and their grade will reflect that. Until we can figure out a way to approach kids that have not yet mastered a skill without having a negative consequence for them, it is still sending a mixed message.

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https://www.youtube.com/watch?v=uuDjke-p4Co

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Jan 21 Webinar video 1 (My Favorite No Video Slide 19)

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Remind students it's not just "okay" to make mistakes-- it's amazing!

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Literally celebrate mistakes. On a worksheet 8/10 = 2 moments of extreme learning!

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I show a Jo Boaler (presenter) video to my 5th graders that discusses the same exact concepts and visuals. It also includes videos of older students solving problems in different ways well as showing the same. It is a jumping off point for the whole year and I continually remind them that mistakes are the best because our brains grow! Easy work doesn't help our brains grow. -Stephanie

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I show a Jo Boaler (presenter) video to my 5th graders that discusses the same exact concepts and visuals. It also includes videos of older students solving problems in different ways well as showing the same. It is a jumping off point for the whole year and I continually remind them that mistakes are the best because our brains grow! Easy work doesn't help our brains grow. -Stephanie

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Focus on the math not the answer.

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Create a Class Agreement Around How we frame what is to be celebrated in discussions. Example: not focusing as much on celebrating "the right" answer, but celebrating students for their commitment to solving the problem and the unique path they took.

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Create a Class Agreement Around How we frame what is to be celebrated in discussions. Example: not focusing as much on celebrating "the right" answer, but celebrating students for their commitment to solving the problem and the unique path they took.

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They need to know it’s not about speed and always being right

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Continue to model ways you as the teacher work through math when it gets hard.

Shine a light on students who are approaching challenging math in a different way, especially if they are working through something that is difficult for them

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Model and make comparisons to other things to show that mistakes are learning experiences

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Draw connections to other instances in students' lives in which they have persevered at difficulty to achieve

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Draw connections to other instances in students' lives in which they have persevered at difficulty to achieve

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Valuing every answer, even those I don't understand.

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Valuing every answer, even those I don't understand.

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Provide language stems for kind or better, curious, responses to thinking that's different from our own

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Provide language stems for kind or better, curious, responses to thinking that's different from our own

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making math approachable and fun. Have conversations about vulnerability and keep the conversation going, not just in math, so that model is seen throughout the day

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Model making mistakes on purpose and then model being gentle with yourself in correcting the mistake

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Model making mistakes on purpose and then model being gentle with yourself in correcting the mistake

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Have a conversation that identifies qualifying statements when discussing people´s work and then provide alternative language that focus on what ¨we see¨

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Model for your students taking risks and being vulnerable within mathematical thinking.