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After these modules, I am taking away the reminder of patience when it is truly needed.  I wrote a little about these in my key characteristics but it is a great reminder to have patience and wait and give your students a chance to answer.  Build a positive community and environment so that all your students know that it is ok to answer and be on the right track, but not always correct.  As a teacher, make sure you give and come up with guiding questions.  If a student has an answer that is obviously incorrect, ask them how they came up with that answer and use guiding questions to lead them to some type of correct answer.  Never leave them with the answer, "no, your wrong"!  I am finding as my own kids are getting older (7 and 5), I am using more guided questions with them especially now that we are at home so much and I am lucky enough to help build them as learners as well.  It reminds me of either last week or the week before.  It is not "I have to, but I get to"!  I really thought about that and it is so true!!  Our words can build so much, but one comment can tear everything down.  We really need to do our best as educators to not only love but be mindful of every comment we make.

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I will definitely take back strategies to incorporate wait time. The Schoology article really gave some great ideas, especially in a digital classroom. When I think about the power of yet,  I would say I have a fixed mindset the most when I am casually conversing with colleagues. My school is pretty relaxed and people feel pretty free to discuss negative things as well as rewarding moments in the classroom. But I could improve on being a more optimistic by using growth language, even at the water cooler.

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The biggest takeaway for me this week is to implement more wait time. I already feel like I do this but upon reflecting on my teaching (in the classroom of course), I realize I could definitely wait longer. I have to remind myself often that the students I am working with daily do not have the same brain as me and need time to process new information. I already know the information because I already learned it years ago and am now teaching it! They are just starting out and I need to be intentional with allowing them the time to absorb things.

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During this module we learned about thinking about our legacy, the power of yet, wait time, and using positive language with our students. When I think of distance learning I think about how there are so many different tools that we use throughout the day that we can't use right now. However, I think I need to reframe my mind and try to think of those different things in a new way. For example, we can't use wait time right now with our students out of the classroom. However, we can use it in our mindset when students don't do the work. They might need more time or are doing something with their family that is just as important as their academic learning. I am hopeful that I can learn to train my brain to reframe my thinking during distance learning.

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There are a few things I want to be intentional about implementing into my classroom. I want to be more comfortable with wait time, because I know the many benefits of giving students time to process new information. I realize that by allowing students "think time" I am giving them the opportunity to formulate quality feedback as well as increase the amount of students who are likely to then respond. The second thing I want to be intentional about is the type of praise I am giving to my students. I want to be more intentional with praising the process of their learning verses the outcome or end product of their learning. I want my students to focus on maintaining effective effort towards the end result, rather than focusing on being perfect and mastering something right away. The last takeaway I had from this week was to be stay focused on my legacy that I am leaving for my students. I want to stay grounded in these values, especially during some challenging of my more challenging moments. In those challenging moments, it would be helpful to focus on my mindfulness and pausing before reacting.

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My biggest takeaway this week is how important it is to push your students to their limits. I think it is so important as teachers to help these students strive to be life-long learners. I plan to do this by: using wait time during discussions, teach my students to embrace a challenge, and use student-led discussions. This course has also reminded me that I need to remember to have a growth mindset as well. I know that I am a role-model for my students, so I want to be an example for them. I would also like to take some of these ideas to my co-workers so they can use it with their students as well.

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This past year, I did work on wait time. That was due to a student in my class who needed that wait time to be successful. Some days were easier than others. The silence as I was waiting was usually the hardest. I really liked the one video, where the teacher said she would come back to the student. I plan to do that more. I just need to remember to go back to that student. When I think about the team I work with, we are all so different and we can usually work extremely well together. I might not agree with their idea or suggestion but if I ask them to tell me more about it, I could be persuaded. Working as a team requires collaboration and compromise. It also requires an open mind and listening ears. I have seen us work so well together with distance learning. If we have a growth mindset and can model that to those around us, we can make a huge impact!

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I really want to work on my wait time. Like I said in my padlet, I struggle with wait time, especially when the students are awkwardly staring at you. The article stated that a short amount of wait time can go along way, so I will start with that. I would also like to implement and make it a point of teaching growth mindset. As a school we talk about it, but I would like to dive deeper into a curriculum and use it with my small groups.

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My biggest takeaways from this module were that we can build neurons by the amount of effort we put into something.  Also, that the power of yet and the power of wait time. Both of these very small actions can make a huge impact on our students. I have also learned over the last 3 weeks that it is imperative for me to model a growth mindset for students. As teachers we need to believe that all of our students can have success. We also need to make a conscious effort to praise the process and not the product. We need to stop praising intelligence and talent. We have to believe in the power of yet in order to teach the kids to believe in the power of yet.

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One of my biggest takeaways so far is how limitless we are as people. We can grow and change if we have the mindset to do so. If I want to instill that kind of mindset in my students I need to have it myself. It is so important to model the behavior we want for our students and those around us. I am hoping to focus less on the results and more on the process and what I am learning. I have been a very results-driven person and I think I can still have my desired results when I focus on growth and improvement. I am hoping that this mindset can rub off on my family this summer as well.

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I have had several takeaways from this course so far and it is only week 3. I have learned several things about how the brain works and how simple words can do so much for ourselves, but also those around us. I have learned that as an educator everything I want done in my classroom comes from me. I need to model what I expect out of my kids. I need to believe every single one of my students has the ability to accomplish anything - when I believe in them then the students will start to believe in themselves too. My students need to understand how the brain works and how we can exercise it to make it grow. Learning from our mistakes and not giving up on challenging tasks is how we can make our brain grow. I have also read about many scenarios and have been able to reflect on what I can do in my classroom to go from a fixed mindset to a growth mindset.

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I have had a few big takeaways to this point and the first one is just simply how important the mindset is and what it all affects for my students. With that being said I am going to try and build a positive environment for my students that allows them all to feel as comfortable as possible. Another one is how I speak with students when they answer a question incorrectly. I have seen some good ideas on here to help them get to the correct answer or have a peer assist them without hurting or making the first student shut down in your room from then on. Lastly, is the importance of students learning it is alright to fail as long as you learn from it! This may be the most important thing and of course we all knew this to some extent but I can see now how important this is for anyone to continue to move in the direction of having a growth mindset!

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I will be practicing my wait time. This is something I can continue to practice with my students, grade level team, and other colleagues in Zoom meetings for the next couple weeks. I can also implement a longer wait time at home all summer with my husband and my daughters.  I think I will find myself in a more relaxed state and more able to enjoy the present moments.

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Something that stuck out to me that I am going to bring back to my classroom as well as distance learning is the wait time both before and after a question is answered. I think that I really try to be intentional with wait time before a student answers, however, I have not been intentional with the wait time AFTER a student answers. This is more difficult to me as once a student answers correctly, I am then ready to move on to the next thing in the lesson or on the agenda. This is something I look forward to bringing back to my classroom.

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This week's materials really made me think about wait time and how I have really gone away from it. I was able to reflect on the benefits of wait time and think about ways I will use it when we meet again with our students. I will start to use wait time right away with our virtual staff meetings the next few weeks and our grad school meeting in June.

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Something that I am going to implement into my classes is how I respond to students incorrect answers, especially when given in front of the entire class. I want to be mindful on how I treat the situation and teach them that it is okay to make mistakes. Mistakes are just opportunities that we get to learn from and develop a deeper understanding. I never want to make a student feel embarrassed or shut down because they got something wrong, I will be more conscious of how I react to these situations and offer that student guiding questions so they can get to the correct answer.

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My biggest take aways from this week are the power of wait time and how to create a culture of ownership in learning with my students. I plan to be more mindful of wait time, as I think wait time is something that is so important in learning, especially distance learning. I find it harder to incorporate wait time when doing distance learning/google meets, because my students seem to get uncomfortable with wait time. I think I need to do a better job of communicating why I am giving wait time so students come to expect it. Another take away from this week is keeping in mind that students provide the effort and we, as teachers, provide the guidance in their learning. I want to help my students understand the power of learning from mistakes and help them shift their mindset to be more motivated by their mistakes.

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I have a few take away's from this week, but the biggest one is how we as educators have the power in the classroom. We can control allowing wait time for our students to process questions or information that we give them and then we can allow for a second wait time after they respond. We can use phrases or strategies such as "Get back to me" to allow more time for those students who need extra time to process. The way we communicate with our students truly can affect how how they are as students and learners for life.

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One of the biggest take aways I have is how influential educators are on student's mindsets, perspectives, and confidence. I have a student in distance learning that has really been struggling for a couple weeks now. She is not wanting to complete the activities on Seesaw because she doesn't feel capable of doing them on her own. As a result, I have been working on the "power of yet" with this student. I told her that she can't do it "yet," but she will be able to after I help her and we work together to figure it out. This has been working great for her and he mom has mentioned that she has seen such a difference in her confidence and mindset. It really is rewarding to see these changes when they happen!

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The biggest take away I have after this week is just the power we have as educators in our classroom. My hope is that my students feel as though they are able to LEARN from the mistakes they make and understand that they are not alone. Their classmates make mistakes, I make mistakes, and their parents make mistakes. We all become stronger when we understand that those moments are just simply learning opportunities and that even though we may not have mastered the content yet, we are all on the journey together.

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During the learning at home I have not only been teaching my students but I have also been helping my 3 children with their school work.  One of my daughters can be very hard on herself.   We have never been hard on her or given her high expectations but somewhere along the line she has set these up for herself.  I love the idea of using "not yet" with her and making sure she knows that it is ok if things are perfect all the time.  This is just one more way I can reinforce that with her.  I also plan to continue to use it will all of my students.  I also Love the Get Back to Me and look forward to teaching my students that phrase to say when they might need a little extra time.  In that video the young boy was so confident in saying that and he didn't see upset or frustrated but had more time to think about the topic and come back with an answer.  I also think Get Back to me is an appropriate answer for me to tell coworkers or parents if they ask a question that I am not sure of the answer.  I think we could all benefit from a get back to me every now and then.

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I would like to work even harder at being more intentional in my praise. Since I teach kindergarten and a lot of my feedback is verbal, I find it really easy for me to fall into habits of saying "nice work!" or "you are so smart!" I can easily change out these phrases with words that are more focused on growth mindset. Saying things like  "I love how hard you are working" or "great strategy!" or "I am so proud of your effort and the fact that you didn't give up when it felt hard" are much more meaningful and will assist my students in developing a growth mindset.
Another takeaway I would like to implement more into my classroom physically or virtually is the "get back to me" approach. With teaching kindergarten, it is not uncommon to call on a student who says "I forgot" or tells a story instead of answering the question. These are moments when I can say "I'll give you some more think time and come back to you". That way the student has more time to engage with the question, and doesn't feel pressured to answer on the spot. I am looking forward to being more intentional in both of these strategies and seeing how they make a difference in my classroom.

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I’m a dad of a three-year-old and a one-year-old, so I’ve actually been thinking about how beneficial using the word “yet” can be with them! My son will say “I can’t” once in a while if we’re counting or working on his writing at home. Just the other day, we were counting up as high as he could go and when I asked him “what comes next after 30?” he responded “I don’t know, I can’t do it.” I easily could have implemented the word “yet” and began teaching him how to develop a growth mindset! I’m looking forward to using this approach at home with my two littles for sure. Also, I love the point about “wait time 2” where teachers gives themselves wait time. I feel like we only hear about the traditional wait time for students, so that is something I’ll be taking away from this module as well!

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As a middle school teacher wait time is so important. In social studies we ask some higher level questions that students really need to think about- so incorporating at least 3 seconds if not more of wait time can be great for students to get their thoughts straight and feel confident in answering a question.

Another big takeaway from this week's lesson is the power of YET! Students are always saying, "I can't." We need to teach them the skills and show them that they are capable of learning and meeting the expectations!

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As a teacher, I want to try and incorporate the second wait time. I am quick to give a comment back when students provide answers in the classroom. I liked learning about waiting, even when we are trying to rush through a mini lesson, to make sure I have given the student enough time to respond.

As a parent, I realized I haven't been allowing my own children to struggle enough. When they say "I can't", I think I come to help too quickly. My son has difficulty with struggling, and gives up easily. I now have a summer project to help change his growth mindset and help him see how it is okay to struggle and learn from those challenges.

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I am interested in applying the 2nd Wait time concept with my students and even my own kids. By allowing the wait time after they give their answer, I think they will feel like I really heard and am processing their answer (which I will be :) It also gives me time to give thoughtful and purposeful feedback to their responses. I am interested to see if it makes an impact on their own reflection and responses with others. Sometimes the focus is more on the what to respond, and wait time allows a person to closely listen during a conversation and create a response during the wait time.

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When I was in the classroom I feel like I was able to have effective wait time throughout the day.  Now that we're in distance learning I am not teaching live lessons so there really isn't wait time.  I have three whole group live google meets each week.  It's so different to get used to having a morning meeting online for first graders.  I try to have some of the same routines and activities we did in the classroom, but sometimes that's not possible.  I want to get better at making sure I'm still giving my students that wait time when I ask a question.  Their need to process and think about their answer hasn't changed just because we're meeting online.  I also want to implement the 2nd wait time after they respond to give them the time to complete their thought.
In addition I think it's important for me to give my boys wait time when I ask them to do something.  So often I'll ask them a question and before giving them the chance to answer I'll ask again or ask, "Did you hear me?"  It's a good reminder that they need wait time too!