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Kindergarten resources and ideas to bring into my classroom.

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Would Kindergartners be able to set their own goals?

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The Credo was fun for me to think about. I don't know if it was so much an Ah Ha as it was a good way to reflect on what is important to me.

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Continuing to help teachers and parents that it is not always about the final grade, but the process to get there.

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How do we know how far to push students to challenge them? I deal with a lot of behaviors at school as the counselor and challenging situations are often one of the reasons behaviors occur.

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We need to help students celebrate their mistakes and practice using them as stepping stones. All too often we focus on the overall product instead of the process to get there.

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I would like support with ideas for lesson plans to use early in the school year/semester/quarter based on embracing challenges, neuroplasticity, growth mindset in general, or any related topics. I'd really like to make all of this a focus early in the year, and then revisit it often (hopefully modeled and experienced every day!!) throughout the year with an occasional full or even mini-lesson to recharge and refresh about growth mindsets. Maybe I could even assign a student or group of students to plan a mini-lesson every week or every other week?

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One of the themes of this module was to challenge all students. This seems like a great idea in theory, but one that can be very daunting and challenging in practice. Just in one classroom, I may have students and several different levels of knowledge and ability, so it would seem extremely difficult to have something planned at all of these levels! I guess my question is in trying to keep a growth mindset about this concept, what is the best way I can attempt to tackle this challenge?

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My ah ha in this module was more of a "That's right!" A lot of what I watched and read about in this module focused on pushing students to go deeper with their learning, and to appreciate challenges as opportunities.

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Support- Growth Mindset lesson plans for the secondary level/ students who already demonstrate a learned helplessness.

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Differentiation is so hard sometimes! What is the best way to differentiate activities for students who need a challenge? How can I accurately grade these two assignments with the same rubric?

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I need to look at challenges as an opportunity to exercise my brain instead of "why me". This would be a helpful skill to model for my students as well.

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I would like support on how to get started with teaching growth mindset. I know I should start by talking about the brain but is there a curriculum to use?

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How can I let my special education students struggle when they shut down so fast and don't have the confidence they need to struggle?

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One "ah ha" I had in this module was learning ways to teach young students about the brain. It helped me by giving me the visuals and words to use with kindergarten students.

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How to support paraprofessionals with growth mindset as a classroom teacher?

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My lingering question is: How long do you let a student struggle for deeper learning to occur before you intervene?

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I had a few "ah has" but my biggest ah ha was that for deeper learning to occur for students, it is okay for them to struggle. As a teacher it is our initial instinct to help students who are struggling instead of letting them work through things for awhile.

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I would like more support with Growth Mindset literature and curriculum. I have read "Growth Mindset" and have attended a few Top 20 conferences. Anything else out there?

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I want to know more about the schools from the videos, to be honest. They are obviously doing very well and have excellent teachers - what is the story behind them? What are some of their school-wide policies that lead to their success?

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My biggest Ah Ha is how to use brain-based language with students. I have been looking for more ways to give "teeth" to growth mindset lessons with students, and I feel that Growth Mindset will be better understood and appreciated with research and brain-based visuals.

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I would like support with knowing when students' struggle becomes a frustration level instead.

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How much support do you give students before you let them struggle through a problem?

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understanding where struggle becomes too much and when it is just right- if there is such a point.

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When does struggle become too much struggle? Is there a point where too much struggle becomes disheartening and backfires?

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I loved the idea of referring to work time as "struggle time". Allow students to feel like struggling is okay and know that struggling through a problem is how we learn.

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Making sure I emphasize that struggle is learning and it's a good thing!!

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I would appreciate some ideas or Growth Mindset lessons on encouraging students to keep going when things become hard.

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How do I continue to challenge the "perfectionist" personality in my classroom? This student becomes easily frustrated when he does not get something correct the first time. Lots of tears..

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I need to make sure I am providing my students with enough challenges and opportunities to grow from their mistakes.

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I would like support on providing enough challenge and struggle in a classroom without frustrating other students.  With students at so many different levels in a classroom, I struggle with providing the "right" amount of challenge for each student to grow and persevere through.

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How do I know that I am providing my students with the right amount of struggle and challenge?

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Teaching students that confusion is a natural part of learning.

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I agree with everyone else, it would be helpful to gain some age appropriate (4th grade) resources to help engage students into learning about the brain.

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How do I help those student who feel like they always struggle gain a sense of confidence and embrace the struggle instead of going into shut down mode?

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One ah ha from this module was how much the brain grows and changes. I liked the printables and feel like they would be helpful tools to share with students.

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Engaging resources to teach students (third grade) more about their brain. Videos, comics, picture books, etc.

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How do I get my students comfortable with struggling? Is it just time and exposure?

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Using kid-friendly catch phrases to remind them of aspects of growth mindset are huge!

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Finding brain activities that I can do in Kindergarten!

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There are some kddos who we can actually see their brain or thoughts get "stuck"! How do I help them through that? Are there patterns of thought or words that can be used to help them when they are sitting in that spot?

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That our brains are malleable! They can change! And there is science to actually prove that theory!

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Video and hands on resources for teaching about the brain with special education students.

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Since I work in special education I need to know each of my students at an personal level so I can "read" just how far I can push to challenge them to be there best without  going to far.  How do I know if I am asking too much?

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I was reminded the significance of teaching the students about the brain and making sure any other aides working in my room understand they why of how we do things to promote and teach Growth Mindset.

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Resources for teaching 3rd grade students about their brain and how it works.

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How do I get my above grade level students to understand that even though things may come easy for them at times, they still need to work hard and try on everything they do?

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Starting the year off with teaching my students about their brain and how it grows from mistakes and trying again.

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What does growth mindset look like in a kindergarten classroom in September? How can I start super simple day 1?

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How can I support students who have mental health concerns with growth mindset. These students may not buy into a growth mindset as easy as other students. What can I do to get them there?

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It is important to teach and model to kids that mistakes and failures help our brain grow. This is so important for them to know.

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Continuing to reinforce growth mindset throughout a school year.

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One question I have is what do you do if you have students that don't "buy in" to the idea of learning with a growth mindset, and seem to be stuck in a fixed mindset even after you talk through the whys and hows?

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My "ah ha" from this module was teaching why and how growth mindset works a student's brain, rather than just telling the student that they should have a growth mindset. Students like to know the "why" of what we have them do.

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Getting middle school buy in/challenging fixed mindsets re:math

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How do I find the right struggle/challenge for each student and how can I facilitate 25 different levels in a middle school math class?

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The way mistakes and struggle are view/valued/taught in the classroom has a monumental impact on student success and mindset.

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Teaching students who are already stuck in a fixed mindset to re-set their mindset moving forward.

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How can I explain the science of the brain's development when learning in a way that would be understandable and applicable to a kindergarten student?

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Teaching students the science behind growth mindset will help them learn to have a growth mindset better than if I just explain what it is and tell them that it's best for them.

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Any great books on growth mindset?

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Celebrating mistakes was my biggest ah ha from this module. I believe this is something I can start implementing into my classroom immediately.

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How do you know how much challenge to give? Each student is so different!

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Finding ways to fit this into the school year on top of the state standards that we are required of us to teach. Can we intertwine the two?

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How do we find a balance between assisting students in situations and letting them struggle to reach their "mountain"?

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This idea makes me grateful that my parents let me struggle at things a bit so that I could experience what perseverance and determination were. I grew up knowing what hard work was and that hard work paid off but some students need our encouragement in this department. I look forward to finding opportunities this week to push my students to struggle as the dissect their fetal pigs and begin learning how the various human body systems work together to help the organism function.

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This there a better tool to use for students who have such a fixed mindset, that they don't hear what we're trying to teach them about growth mindset?  I know modeling and giving research-backed data is important for every student, but is there something better to use for the hard to reach students?

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As a teacher, what are the tell tale signs that a student is past the point of a productive struggle and is in a dangerous struggle zone?

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I loved Ms. W's wording about how work time is "struggle time." I think this is SO great. I teach math so struggling is an everyday thing. By explicitly calling it what it is, it takes the pressure and embarrassment off to admit that your struggling. It normalizes struggling in a way that's productive.

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Growth mindset activities for students who have little to no language and are double qualified in SPED.

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Is there ever too much challenge?

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Failure is important! Teaching students that failure is okay and providing them with challenging tasks in the classroom. Students will understand failure in the real life when they are given the opportunity in our classroom.

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Modeling modeling modeling! I need to show my students that I too have struggles and challenges, but I am going to embrace them by using growth mindset strategies.

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How do we get middle school students to "buy in" to growth mindset lessons? For students that have not heard these terms, I feel like it will be all new to them and sometimes middle school kids don't take these lessons seriously!

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Creating the introductory lesson to teach Growth Mindset. Where do you start?

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How do you get the entire staff to buy into the growth mindset model?

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My ah ha moment was watching the videos and thinking about struggle time and goal setting and how to incorporate that into my classroom to help foster a growth mindset in my students

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How to implement Growth Mindset lessons into art without losing too much time for art lessons.

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How does a school, like Expeditionary, make the switch the a whole school growth mindset approach?

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I need to give students MORE opportunities to struggle. I find myself uncomfortable when students are struggling. I feel like i didn't explain it enough. But, not I feel like I need to teach my students growth mindset so that I can let them struggle and learn from it!

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How can we tell the difference between challenging a student in a healthy way versus TOO much challenge?