Scenario 3: Student gets 6 out of 10 questions wrong on a multiple choice science quiz. During class, the student seemed to have a grasp on the material and was an active participant in experiments and labs. Student expresses that she feels “stupid” and hates science. Where do we go from here? by Cheryl Drew https://padlet.com/cdrew15/u3kgae6v9l636chq Answer these discussion questions below: Often there is a “blame the victim” approach to the student mindset that suggests students don’t have a growth mindset or they are simply missing “grit”. How do the dominant narratives about black and brown children generally (and black and brown dependent learners in particular) manifest itself at your site? AND Reflect on this quote and name the ways you see school undermining diverse students’ natural confidence: “Too often we think of a student’s academic mindset as a personal choice or an expression of the family’s valuing of education. In reality, schools do a lot more to influence a negative academic mindset than we’d like to admit.” en-us 2024-03-04 03:27:42 UTC 2024-03-13 02:40:16 UTC hello@padlet.com https://padlet.net/icons/png/1f52c.png https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2912375953 When reading this scenario, it made me wonder about how stereotype threat manifests at our school. If a student seems interested and engaged during activities, but underperforms during a quiz - it leaves us to wonder what/where is the disconnect. Some questions that come to mind are: What kind of messaging (in & out of school) do students of color retain that create the notion that they will underperform in tests or certain subjects based on their race? Do students feel confident in practice but feel differently when being assessed? How do dependent learners navigate tests as they're done individually and how can we support them through in this medium? - GF

]]> 2024-03-09 21:43:17 UTC https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2912375953 https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2914759867 We've talked a lot in past PLCs about how there is a good deal of apathy among our students and how they just don't seem very motivated. However, I have seen students respond the way this student in scenario 3 has responded. It has me thinking more about whether it's truly apathy or if they just don't have the confidence to try. If they feel stupid and like it doesn't make any difference, why try at all? We should keep that in mind going forward and continue to encourage kids. I try to catch students when I hear negative self-talk, but I know I need to do more and be better! -Alex C.

]]> 2024-03-12 01:24:23 UTC https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2914759867 https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2914959800 When did the student learn that he/she is stupid? This negative attitude has been reinforced and it is up to us to change their thinking. We are coaches and it is up to us to motivate our students to attempt challenging task.


Something interesting happen in my class today. I should have given a traditional math test today, but as a grade level we decided to do a choice board dealing with fractions. It was interesting to see the effort put forth from my students who struggled in math. They made mistakes after mistakes, but yet the drive to complete the task was there. I believe there is a big disconnect in the way we assess our students and the belief for them to succeed. I wish we could take state testing away and just focus on students themselves without the added pressure we have to rush through the curriculum in order to say we taught that standard . For my class, I believe I need more of that non-pressure, authentic assessment that will motivate and keep students engaged.

Winston

]]> 2024-03-12 04:01:16 UTC https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2914959800 https://padlet.com/cdrew15/u3kgae6v9l636chq/wish/2916571777 While reading this scenario, I started thinking about how frustrated I would get as a kid at short quizzes. It's easy to feel less than adequate when a carless mistake can knock you down 20 or more points, especially if everything in that specific unit is not represented in the assessment. It' hard to think about this in the moment, but when it comes to empathy for students in black and brown communities, there are a couple of different things that child may be feeling after a test like that. One, the student may feel stupid because of whatever challenges they may be facing when learning, whether is a learning disability or language barrier, etc. However there are also other scenarios in which a student might feel immense pressure to be perfect so as not to reinforced the negative stereotypes that have been forced on their community. I think positive feedback is good for both mindsets, but it's also important recognize all factors that can keep a child from realizing their potential.

- JN

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