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What I connected with the most in this module was to give praise for effort. I think that this will be an important thing for me going forward both with my students and my young daughter. My wife and I both want to start her out on the right foot with growth mindset so that she rises to challenges in life. In my classroom, I think that giving praise for effort on a frequent basis will help them see music as something that they can always grow with.

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One thing that I connected with or took away from this module was how to praise a student. I was just absolutely blown away with the end results of two different sets of students just by using a few different words. This is one thing that I definitely want to get better at moving forward.
Another thought I had when reading about mistakes and then answering the scenario, I feel like I am pretty good at pointing out my mistakes when I am in front of students. If I make mistakes in front of other adults though, I tend to not want to take ownership of it. This is something that I also want to get better at professionally and in my personal life.

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My biggest take away is needeing to balance challenging students and showing grace for mistakes. Then celebrating the learning that goes on from those mistakes. In the high school level I see students who are so afraid to get something wrong, especially those students who are in AP classes. They are so use to know the right thing that they need tools to show them how to perserver when they make a mistake. I also need to be careful that I am consistent in my reactions to students making mistakes. The days when my patience is low I don't always appreciate mistakes and the larning that is going on.

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What a great time to reflect upon how I can integrate my learning from this week into my professional and personal life. After taking some time to consider how I can learn from my findings this week, I took a look at some of my videos I created this spring during the beginning of distance learning. Attached below is an introduction on how to find latitude and longitude for my core knowledge class (social studies). At the end of this video, I made an error in spelling; specifically at 3:55 in the video I write Wisconson instead of Wisconsin. I quickly erased my spelling from an ‘o’ for an ‘i.’ From this week’s learning, I now know that I could have taken this moment to reflect upon my mistake (even though it was a video and not in person) to let my students know, “Hey, I just made a mistake, let’s take a moment and celebrate it! Now, what kind of strategies should I use to double check the spelling of the state, Wisconsin?” Learning moments are always there; we just need to take the time to look for and celebrate these awesome learning opportunities so our students will too.

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A connection I made this week that I am going to take with me is celebrating the mistakes that are made. We as educators make mistakes just like our students and we need to own up to the mistakes that we make and show our students that it is okay to make mistakes. The more we embrace our own mistakes and show students that it is the okay to make them, the more willing they will be to take risks and make their own mistakes. The scenario this week was what really put this connection into play for me. It made me realize how important it is for us to recognize our mistakes and not try to pretend that we are perfect.

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I came away this week with 2 main take aways. First. I need to be more aware of how I praise my students. It is easy to accidentally praise the product, not the effort and the process. The studies that showed how much better students who were praised on their effort were super interesting. I plan printing out the chart that shows different ways to praise effort and keep it posted somewhere close by. Secondly, the importance of outside time to our overall well being was intriguing. I know I feel better when I am outside and it was fascinating to read about the reasons why. Forest bathing and walking barefoot are things I do anyway but didn't put name to it. It was just something I liked to do. I try and take my students outside as much as possible but this is more great information. I knew it helped them but now I know how much it helps me.

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I made a real connection with the scenario about the teacher making a mistake. I make plenty of mistakes as a teacher whether it be spelling, playing the wrong video, subtracting, etc. This gives me the opportunity to make it seem like mistakes aren't a big deal and everyone makes them. I actually laugh about it when I make a mistake and even my students will say "Silly Ms. Blair, you forgot to put the 'e' in "keys".  This is a reminder that we don't need to get upset, but instead, grow from it. Another connection I had was with the animated video. Working on social skills with special education students, they love to watch animated videos that display what we are talking about. This video is a great example of making mistakes and learning from it. I will definitely be using this video in the fall when I teach my students about the power of mistakes.

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It’s easy to believe in the concept of growth mindset because it fits well with my value of seeing students as individuals on a journey of growth.  Communicating this concept to students has to go beyond simply talking about it in the classroom and praising effort.  I need to model a growth mindset myself in work with both students and colleagues.  In this coming school year, as I try to build my classroom routine around a growth mindset, I want to teach students with exemplars that show a continuum of learning.  I hope this will allow students to think about their own learning, where they fall in the continuum, and what they can do to move forward.

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It’s easy to believe in the concept of growth mindset because it fits well with my value of seeing students as individuals on a journey of growth.  Communicating this concept to students has to go beyond simply talking about it in the classroom and praising effort.  I need to model a growth mindset myself in work with both students and colleagues.  In this coming school year, as I try to build my classroom routine around a growth mindset, I want to teach students with exemplars that show a continuum of learning.  I hope this will allow students to think about their own learning, where they fall in the continuum, and what they can do to move forward.

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I realized that making a mistake is not inherently bad, it is actually an opportunity to model for students what to do when mistakes occur. Reframing this in my mind will turn those uncomfortable moments in front of the class into a learning experience. Emphasizing that everyone makes mistakes praises the process of learning rather than the final outcome. Additionally, the mistakes I make are often common mistakes that are really helpful for the class to see happen. As a student, it is comforting to know that your teacher is able to grow right along with you. Not getting worked up about mistakes also encourages you to slow down and be present for your students. With this awareness, I am able to be a more resilient teacher.

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My big takeaway this week is the importance of the process. Mistakes are going to happen, but it is how you handle those mistakes is what is important. Praising effort and work helps make those mistakes feel like small cracks in the road in which we can get over. However, if we don't ever praise effort and work and focus on only the finished product with limited feedback, those mistakes that were little cracks in the road, feel much bigger which makes it hard to overcome. Focus on the process and learning from mistakes will help build your growth mindset!

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I think I connected most with the Fixed Mindset scenario. It also connects to my values that I listed at the beginning of this module. I like to create a fun learning environment for my students. I want them to know that they can laugh, have fun, and enjoy learning. When I first started teaching I know I would have panicked if I made a mistake on the board, especially knowing that I am teaching elementary students and I should not be making mistakes. But I make mistakes all the time and over time I have learned to show them to my students so they understand when I say to them that "All I want is for you to do your best. I don't care if you get the answer right or wrong." that even when we are doing our best, we still will make mistakes and that we can laugh, move on, and learn from them.

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the power of mistakes and the type of praise you give

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the power of mistakes and the type of praise you give

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The connection to the type of praise we give and the effect it can have on students ability to meet the next challenge they are given. The connection for me was much more personal that professional this week. I feel as if I can easily connect to the growth mindset and the power of praising the process when I have my teacher hat on. When I am home and in my mom hat, I struggle to remember to use it with my own kids. It feels like a natural thing to praise their gifts and talents instead of the things they do to get there. My daughter struggles with perfectionism and after years of therapy I have had to learn how to not save her from the mistakes to make life easier. It has been, and still is, a learning curve for me. I struggle to be okay with her sitting in the struggle when my mom heart wants to make her feel better. My son had ADHD and struggles so much with frustration tolerance. Because of this I struggle to let him struggle because sometimes the pieces that need to be picked up on the other side are physical and emotional. This week's module was a great reminder for me that I am not making it easier on them in the long run by swooping in now to be the fixer.

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I really connected with the idea that the words we chose when giving feedback and praise impact the way students view themselves and their abilities. I hope to continue to expand the ways in which I give feedback to students. I hope to create meaningful interactions with students when talking about their work and how they can improve. I also hope to give students more opportunities to give feedback to each other in hopes to build a community where students find joy in the process of growth.

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I feel like this week we really got into the gears and internal workings of growth mindset. By focusing on the two step process of making mistakes, and providing feedback I feel that we now have direct impact on students' ability to learn and to help support and reinforce the growth mindset. Students need to feel safe in order to take risks and fall down in front of others. How we respond to those failures will make or break their learning. The classroom culture we build, the grading practices we adopt, all build towards this. Or, they don't - if we're not being mindful and intentional about it. To fail to include these two key components is to consign my classroom to growth mindset in name only. I can't think of a worse missed opportunity than that.

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This week's material was very affirming to me of what I already know but encouraging me to continue. The language I use with my students is probably the biggest take away I had this week. That when we praise students for their successes, we ought to praise them for the effort rather than for their ability. In the future, I hope to continue communicating this to my students and maybe also trying to encourage the parents of my students to do this. Often, I think students can be receiving feedback from parents foster the fixed mindset instead of the growth mindset. Everybody makes mistakes and research shows that is how we learn. We need to communicate that to both students and parents.

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After reviewing the materials given this week, I was left with a few connections that I can make in my personal and professional life. One connection I made was how frequently I am quick to hide my mistakes in my life and in my classroom. This is an area that I can improve on. I can show students that mistakes are learning opportunities and we all make them! Another area that I made a connection with is between praise/feedback and how I do that in my life and classroom. I noticed that I do not usually praise on effort. It hurt me to see how I was negatively impacting my students and I had no idea. I definitely will focus my future praise on effort. I plan to use the phrases given as well as making  my own to make them authentic. Those are the two main connections that I made from the classroom materials given.

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While viewing this week's materials  I was reminded of the many opportunities I have while teaching to provide feedback to students. Taking advantage of those opportunities is something I am still working on improving. One area that specifically peaked my interest was providing written feedback on assessment and then giving students the time to make changes.  With the pressure of needing to get all the learning in and starting new units, I rarely have/take the opportunity to have students review their work, let alone be able to make changes and improve. Understanding more about growth mindset and how effort plays a role in it, I want to make it a focus to comment on the performance tasks students complete and allow them time to make improvements and show their learning. I feel that many students rush through to get finished and don’t show me the work they are capable of. By providing the feedback and opportunity to improve, I want to foster the idea that taking your time and showing your effort is of greater value than just getting the facts correct.

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A connection I made this week is between giving praise and student effort. I really liked Carol Dweck’s study on how a slight word change in a phrase of praise can affect student effort. I want my students to have a growth mindset and to look forward to challenges, so I am going to be very conscious about the praise I give next year. I’m going to make sure I praise their effort and progress over ability and talent. I am going to share the YouTube video with  colleagues and with students’ parents so they can see how their words affect how their children approach challenges. I hope that my students also start to give each other effort based feedback and praise. They love to support each other, so learning how to give meaningful praise will be a great skill for them.

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You're not less worthy, or loved less, because of a mistake

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You're not less worthy, or loved less, because of a mistake

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I love listening to podcasts, and a Jen Hatmaker podcast series I recently finished had a few connections to our growth mindset work. In particular, when a guest Lisa W. was asked for some parting advice she would give to others, she said, "I wonder if you could let yourself believe that every bit about you is still so loved and lovable if you’re absolutely ordinary." Many people want to hide their mistakes because it makes them seem "less," and below the ideal. I don't want my students to feel like they can't take risks because of fear of failure. I want to make sure that my students know that they are loved and lovable BECAUSE of their mistakes and how that is part of the human experience, and a key to their learning.

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My biggest takeaway from this week was about learning from our mistakes. I can't help but think about what school would have been like for me and my classmates if this type of thinking would have been around 30 years ago. I also  would have loved to have taken this class at the beginning of my teaching and coaching career. I have learned about how embracing mistakes leads to a grow mindset where students learn to take risks and persevere through challenges. I can now recognize when a students has a fixed mindset and help shift their thinking through helping them embrace mistakes, praising their effort, allowing them to do things again and have another change. etc  I think back to interaction I had as a coach with some athletes and it didn't seem like they were open to help. I now know they were in a fixed mindset and likely afraid of failure.

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The main connection I made to my classroom this week is setting goals to improve my feedback to students. Currently I either get students their grades back quickly with little to no comments from me, or I do give comments but they focus more on results rather than effort. This year I plan to flip that around. I want to focus on encouraging and uplifting effort in hopes to keep students motivated and thus improve results. I think this especially important if we have some sort of distance learning during this year. Praising effort for online work can help students stay motivated, which I felt was a challenge last year.

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This week I noticed a lot of connections between these concepts & characteristics in my personal life. As my sons get older I am really working at the praise I am giving them and what is a healthy amount of “pressure” (and if I even really want to call it that?). I have seen some of the same characteristics in my oldest son as the ones of the students in Carol Dweck’s study. The students that were praised for being “so smart”. I can see that he puts unnecessary pressure on himself to succeed as well as breaking down after a mistake is made. At the park today I heard a mother make a comment to her child about remembering to be mindful. I was intrigued and wanted to dive into this more with her but I was under a time restriction. We frequent this park and I made an agreement with myself that if I should meet her again I would bring up what I witnessed and hopefully have a conversation about growth mindset and our children.

As an educator I will be using many of these techniques to enhance the conversations my students are having in class. Art has so much to do with reflection and deeper level thinking. Using the strategies for whole group discussion will hopefully nourish and reinforce their level of feeling safe in my classroom. Feeling safe and welcome to share their thoughts and ideas as well as mistakes and roadblocks.

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One thing that I want to look into in more depth is grading for growth. I am very interesting in students engaging in the process of learning for understanding so they can transfer their learning to other areas of their lives. If I am to do this successfully I have to get my students to shift their focus from their grade and end result to the how they got their part of learning. Grading for growth should help put the emphasis where it needs to be. One way I want to do this is through improvements becoming a big part of how I evaluate growth. I like how the article Curwin detailed how nothing shows growth more than overcoming a mistake. Another thing I will put into practice if to highlight what was right about a students answer when the correct answer was not given yet. I think this will create an learning culture where students will be comfortable trying. Lastly, when I praise students I will ask myself what the praise is communicating to the student so I can be intentional about the outcome of the praise I give!

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The part of this week’s learning I really connected with was the information we read and watched regarding Dweck’s study on praise. As a parent, I have caught myself praising my children for the wrong things (looking cute, being good at a sport, being smart), when I really should be focusing on what I value most (being kind, trying hard, being a good friend, etc.). As a teacher I think I am better at praising for effort, perseverance, and struggling through the challenge to learn, but the research is definitely reaffirming. I also appreciated the concrete strategies that I can incorporate into my classroom in order to help my students reflect on their learning in a productive way. Creating a mistake wall, being mindful of how I choose to give feedback on student work, and allowing for redos and retakes are all ways I can send a message to my students that learning is all about what we do with the mistakes we make.

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I learned the value of making mistakes. It has made me think of things I would like to revise in my teaching. First take time to write an explanation on their worksheet, etc. Secondly, ask they why they think so. It is also so important to celebrate mistakes. I am thinking the environment I can create that honors mistakes and how this promotes learning.

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I really connected with chapter 6. I think it was what I needed to be reminded of. When reading about what your body needs it was struck by the impact water has on a person or walking, walking in a forest or going barefoot. When reflecting back at holistic times in my life, or what I do like to do, is be by the water, go for walks, be barefoot, have beach days. I think in the future I'm going to continue to making walking everyday a priority and maybe having water sounds play in the background when it's my prep to make me feel more relaxed and ready for the rest of the day. Keep my blinds in my classroom open as much as possible to let the sunlight in for some vitamin D for the students.

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One thing that I really connected with in this weeks learning was correct praise. I originally knew that it is important to make sure that you are providing consistent positive praise for your students but I had no idea on how big of a difference praising intelligence versus praising effort makes. In the fall I would like continually focus on praising effort instead of intelligence. I think my students would show a lot of benefits by me doing this.

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So many practical take -aways this week in Chapter 7 and celebrating mistakes.  This is something each child/person can relate to and helps relieve stress.  I strive to have my students be risk-takers in their learning so knowing making  mistakes  is something to celebrate, should relieve stress and open the gates for risk taking.  I like learning about all the studies and this findings of praising the efforts and not the intelligence.  Something I will be more conscientious about doing in my classroom.  Of course, using the word, "Yet" frequently in my classroom allows for more effort in learning as well.