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Encouraged ideas for a growth mindset
Encouraged ideas for a growth mindset
Encouraged ideas for a growth mindset
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The plethora of ideas that were shared in this course are extremely useful to me as a classroom teacher and personally. The knowledge I incurred over the course of two days extends from ice breakers, to cooperative learning strategies, to technology platforms and resources, to best practices, to an acronym that made a powerful punch and will stick with me forever,
“FAIL - First Attempt In Learning.” Along with this, the instructor quickly established a growth mindset environment that allowed the participants in the class to let their guard and take a risk. Her demonstrations model how I can create the same positive learning environment in my classroom. This has sparked an enthusiasm in me to revitalize my teaching, incorporate the active learning
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
These students come in with a fixed mindset in what it will be a class about just reading and writing on boring topics and that they will neither understand the readings or develop a well-written paper. Yet, there are those that see it as a way of being introduced to new material and hearing the different point of views from peers and instructor. What can harness the development of a growth mindset in a class? Well for starters we can start Dweck recommends taking careful consideration of the words given to the students (p.4). Dweck also says to not to praise their intelligence but the effort of the student. For instance, by replacing the word “fail” to “learn” it can have two different outcomes. It can be used in a term as if falling short on a goal; it is not that they “fail” but they “learn” from what kept them from reaching that goal. It would also be beneficial for students to reflect on the task on hand and verbally express their own
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Slavin, R.(1980). Cooperative Learning. Review of Educational Research, 50(2), 315-342. Retrieved May 8, 2014 from the Wilson Web database.
Teachers continually learn about ways people learn – the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and exciting ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.
Zuckerman, M. B. (2005, October 10). Classroom Revolution. U.S. News & World Report. p. 68. Retrieved from EBSCOhost.
Education serves as the foundation to a lifetime of learning. Since every child is unique, I believe that it is important for them to learn in an environment that is both secure and stimulating. By creating this type of atmosphere, the students will be able to realize their intelligence and use it constructively. As a future educator, it will be my goal to establish a classroom that is, 1) non-authoritarian, 2) student-centered, and 3) focused around student experience. These three elements are part of Progressivism, the educational philosophy I plan to incorporate in my classroom.
In the course itself and in each module students would be provided with opportunities to interact and connect with other students and the instructor. Discussion boards were built into each module to facilitate communication, collaboration, and interactivity. Additional group exercises were developed to further foster the development of collaboration and community building within the course.
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
Hirsch, Jim. "Learning Collaboratively With Technology." School Administrator 1 Aug. 2005: 10. eLibrary. Web. 6 July 2011.
Students’ success in the classroom is dependent upon the amount of active learning they are involved with. Educational classrooms should be moving their courses beyond lecture and into learning spaces that allow for this to happen. Therefore, educating our future teachers is critical so they can, in return, help students to display academic growth and achievement.
Rhonda Christensen, S. F. (December-January 2005-06 r.). Learning and Leading with Technology. Teaching in the One-to-One Classroom , 33 , 12-16. ISTE.
The issues discussed in this essay are relevant for all life-long students and educators who seek to embrace technology and an increase in communication between people of similar interests and desires to move forward with their personal goals. So many nations and people have been kept uninformed and uneducated for far too long and the edu-tech visionaries recognize the wasted opportunities presented via humankind's greatest invention. This population, students and educators envision the collaborative power and seek facilitation "through increased efficiency and effectiveness" (Courville, 2011, p. 3 ). They are a worthy audience for this topic because they embrace all the hope which arises from the proper and expedient use of the tools in existence today.
Technology have changed the way teachers are now accountable to teach, and the way students are learning. During this course I have learned key implications of new