mindset matters

There is a lot of talk these days about the idea of Growth Mindset.  Carol Dweck coined the term in her book, Mindset, however the idea belongs to all of us.  I read the book two summers ago as part of a Leadership initiative at my school, but I read it again for a graduate class this summer.  If you haven't read it, I think it is worth your time.  Anyway . . .

I've long believed in the idea of "growth mindset" without really knowing the term.  It is in me.  I was raised to be strong, not to quit, to believe that I could be better than I was and to dream bigger.  I don't think I always lived it, but I had it in there.  I'm grateful for that, so thanks Mom and Dad.

I've also long taught the idea because I understood that believing you can grow is half the battle in getting there.  After reading the book and, even more, discussing it with colleagues, I became very purposeful in my teaching, both of my own boys and also of my students.  Last year we celebrated the idea of "YET" regularly . . . it was a way of life and kids often referred to the posted that hung by our clock when they - or their classmates - felt challenged.

"I don't get this . . . yet."
"This doesn't make any sense . . . yet."

This was a permanent reminder that their struggles didn't have to be permanent and that they didn't define them.  I'm not exaggerating when I say that kids used this language on their own.  It actually took very little "teaching" from me, though I felt great about our conversations and hope that maybe they did really inspire them at least a little.

Fast forward to this summer.  I read Wendy Mass's book, Jeremy Fink and the Meaning of Life.  Now, I could do a whole post on why I think you should read this book (and I probably will later), but one of the things that stood out to me was this quote . . .

"A wise man once remarked that we can count how many seeds are in the apple, but not how many apples are in the seed."

It got me thinking.  It stuck with me for days actually.  I couldn't stop thinking about this truth and how it perfectly complements the idea of growth mindset, that it is usually painfully simple to see who and what we are right now, but absolutely impossible to tell what we could be.

So my students and I did this on Thursday . . .

and while I'm actually a little embarrassed about the handwriting (I promise I can do much better, but seriously, we were ON A ROLL), I could not be more proud of my fifth graders.  See, we started with an apple.  I'm pretty sure every single one of them thought I had lost my mind when I held it up and asked, "What is this?"

I had them 'turn and talk' about it, the whole nine yards.  A couple kiddos managed to see slightly beyond what was right there in front of them, but most did exactly what I predicted, what I'd predict most of us would do when asked the very same question.  They answered obviously, as you can see on the top of this less-than-lovely poster.  Twenty four kids and they came up with just five unique answers.  I get it.  They answered my question.  They really did.

Next, I cut the apple open.  Perfectly, a seed fell out.  A couple of kids actually gasped.  I'm pretty sure this is when they realized there was MORE.  Something so simple, something every single one of them has likely eaten and definitely seen before . . . and there were audible gasps.

So we continued.  My next question was, "What else COULD it be?"

They did another 'turn and talk' and boy was it getting loud!  They were excited.  About an apple.  They couldn't stop talking.  They made connections, they accessed background knowledge, they thought outside the box, they bounced ideas freely and willingly . . .

I wrote as fast and furiously as I could in a somewhat feeble attempt to capture every one of them.  I'm positive I missed some, but check out the bottom part of that poster now.  Do you see how much more deeply they dug into that apple?  They cited idioms, they quoted their moms, they came up with so many possibilities for that one tiny apple that to that point was simple a "red piece of fruit."

Next, I asked them to set up a piece of notebook paper with their name in place of "apple."  At the top, they listed the obvious, the things that they are, the way they see themselves, and the way others probably see them.

This is where it got even better.  I asked them "What COULD you be?" and they were off.  They are dreamers and thinkers and doers and believers . . . and this group inspired me to want to dig even deeper to push them to achieve these things.

The next day we talked about growth mindset, the idea of "YET," and the power of their belief in themselves.  As many teachers do, I cited the multiple uber-famous people who most of us would consider successful and the deep failures that they have experienced . . . Albert Einstein, The Beatles, Steve Jobs, Michael Jordan, Walt Disney, the list goes on.  More audible gasps, disbelief even.

And then . . . those dreamers, every single one of them, set to the task of setting goals for themselves.  I asked them to set a goal that they will work on in school and invited them to set an "outside of school goal" if they wanted to as well.  We talked SMART goals and focused on creating action-oriented plans . . . and they did.  They carefully created plans for themselves to grow bigger and better, to dream bigger, and to figure what they COULD be when they look past what they already are.

Most placed these carefully crafted goals into their newly created binders.  A few asked for more time and took them home over the weekend to process, craft, and create.  We will revisit them often and set new goals when it is time.

As for me, I'm thankful for these inspiring students who push me to be more, for Wendy Mass and her beautifully written story about a boy who wouldn't quit, for Carol Dweck and her research, and for my own parents who pushed me to dig deeper and be more.  I'm also pretty smitten with the crew that I live with now that never bats an eye when I talk about my big dreams . . . they know me well.

Here's to believing in ourselves . . . to pushing others to do the same . . . and to all the dreamers and doers of the world.

What We Do

"Back to school" brings a whole rush of emotions.  I'd be lying if I said that it was all wonderful though.  I love teaching, I'm passionate about creating a classroom that feels welcoming and comfortable for my new group of ten and eleven year-olds, some of whom are no doubt counting the days with dread, others who likely excitedly checking off each day on the calendar.

Me?  I dread the alarm clock and I mourn the loss of time with my own two boys, but I'm grateful for so much.  I'm grateful for what I do each day . . . for WHAT WE DO.

We aren't technically back on contract yet, so while these days are still our own, my school has been filled with teachers - smiling, excited, happy teachers - who are decorating bulletin boards, sorting classroom libraries, and eagerly sharing ideas and preparing classrooms and other spaces for the crowd of children who will grace us with their presence in the coming weeks.  They are doing it on their own time.  They are filling their last days of summer with school . . . by choice.  This is WHAT WE DO.

Later, I stand in the school supply aisle, carefully checking off my own boys' lists while they scatter for supplies, thoughtfully selecting their folders and notebooks, picking out just the right set of markers and cap erasers.  I feel grateful that they do this with at least a little bit of joy.  For my part, I buy extra handfuls of this or that, knowing that some will come to me without everything they need.  I don't tell you this for kudos, but because it is just another piece of what makes this time special for me.  I'm eager to meet my class, to know them as people and welcome them as family, to make sure they have everything they need to be successful.  I'm not unique in this, we are already thinking about how we can best meet the needs of our students.  It is just WHAT WE DO.

As I reorganize my own space that I'll share with 24 eager minds and hearts this year, I stumble across a gift from a family from many years ago.  It is a beautifully decorated clipboard with the signature of each of the kids that I taught that year . . . each of the kids that taught me in return.  I can't help but think about all of the years that have passed.  How each year I truly do "love my class," but for so many different reasons.  Sometimes the students that spring to mind first as the ones who seemed to tiptoe through our days, quiet, shy, and sometimes tough to get to know.  Sometimes it is the student who made me stop and just breathe multiple times on any given day, reminding myself that this is what I love, that my patience really does hold the key to not only getting through the day, but making it one that we can feel good about later.  Sometimes it is the clown, the drama queen, the extraordinary heart, or the fourth grade boy who carefully strung beads on a ribbon so that he could present it to me at Open House, before he even knew me . . . almost spelling my last name right.  These kids don't just pop in and out in nine months time, they capture our hearts, they keep us awake at night worrying or wondering how we can better reach them, they inspire us to be better, to do better, to learn more and to push ourselves.  There are days that I know that if I give back even half of what they give me, I can call myself successful.  This?  This give-and-take is what makes our world go 'round.  It is just WHAT WE DO.

So I sit here thinking about the new school year.  I feel excitement because I've been collecting ideas all summer long and can't wait to implement them.  I feel nervous because every year I just hope that I will be good enough to give these kids, at the very least, everything that they deserve.  I feel grateful because I know I am blessed to teach in a place that values my intelligence, my professionalism, my education, and my judgement.  I feel like I am doing exactly what I am meant to be doing . . . I feel like educators are a pretty tough bunch.  Then again, maybe "tough" isn't necessary, after all, this is just WHAT WE DO.

The Importance of Knowing

The following is posted as a culminating project to display understanding of and practice in specific areas of classroom engagement.

As an educator, we hear a lot about "the first six weeks" and how important it is to build, model, and practice routines and expectations.  It is also the prime-time to get to know our students as people beyond the minds that we will teach every day this school year.  With four criteria in mind, I take a community approach in my fifth grade classroom and try to purposefully front-load the year with many activities that will help ensure we function as a team and, most importantly, that I know my students and work constantly to be better everyday.

{Creating a Classroom Environment of Respect and Rapport}

An educator's job starts with creating an environment where every student has a sense of belonging and purpose.  In room 132, I start this process with Morning Meeting, a component of Responsive Classroom that purposefully includes all students through a greeting, sharing opportunity, group activity, and an opportunity to prepare for our day together.  I set up my classroom with this in mind, leaving a large gathering space where all students can sit comfortably, see one another, and interact together.  These are not my fifth graders, but our days begin much like this . . .

(For more information on Morning Meeting, please visit: https://www.responsiveclassroom.org/morning-meeting-components)

Another element of creating this respectful environment involves utilizing our PBIS acronym, "R.E.A.P." that can be found throughout the school.  When students enter our building, they see "R.E.A.P." spelled out on a large banner and a rug just inside the two main entrance doors.

The key for me is to invite this system into my classroom and help my students make those connections very purposefully as we build community that includes respect and positive rapport.  In order to do this, I display "R.E.A.P." on the front wall of my classroom and speak to it directly, especially in the early weeks.

The crucial piece of including these elements is found in teaching my students what "R.E.A.P." actually means and looks like in all areas.  We have a school-wide matrix and Passport that all teachers use as an instructional support tool, so I make sure that this is well-used in my classroom as well.  Finally, our school website includes a home matrix that invites parents to include in their homes if they wish.

Another way that I create a strong community of respect and rapport are to get all of my students involved through classroom jobs and in the creation of our community expectations. Each of my students has a responsibility to our classroom, from running Morning Meeting to taking care of our equipment to delivering messages and more.  My students are paid "Kluegel Clams" each week, which they track in a checkbook-style ledger and can spend in our classroom store each semester.  Students apply for jobs and are "hired" based on their application.  In addition, the first days of school are spent deciding exactly what we want our classroom to "look like / feel like / sound like."  Together my students develop classroom expectations that support their vision.  Each student signs the expectation poster and it is hung near the door for the entire year as a reminder that we all share the same goal . . . to have a place where we can feel accepted, inspired, and respected each day.

{Supporting Cultural Competencies}

My classroom is not necessarily very visibly diverse, given the demographics of my school, however this remains an important piece of our community since cultural differences can exist in many ways.  My goal in the early weeks is to collect as much information as I can about who my students are.  In doing this, I use surveys with my students' parents and my students themselves.  My parent survey is geared toward finding out how my students' parents view their strengths and challenges, as well as any other needs that they may have that I can support at school.  This is important because not only does it share information about my students, but it gives me a peek into how each of my students' parents view them as students and people outside of school.  Through this, I can begin to understand the bigger picture of who my students are.

Parent survey . . . https://docs.google.com/a/isd721.org/document/d/18gWiR9dHF-UiMUNcpHOjdduAGQYUsp66IDUBaSHxzI8/edit?usp=sharing

My student survey, which is borrowed from another source, includes information that helps me understand my students' learning preferences and likes / dislikes.  Over the years, I have realized how important this information is beyond the often simple answers they write.  By simply devoting a small amount of time early in the year, and by revisiting these surveys at the end of "the first six weeks," I can better understand who my students are and how I can meet their needs through the inclusion of their personal interests and preferences.

Student survey . . . http://jaj.spps.org/uploads/student_interest_survey.pdf

Finally, I share my own passion for reading and teaching authentic reading with my students.  This is an area that allows me to share cultures and discuss and explore elements like social norms and different cultural expectations and traditions.  It also invites conversation about my students' own experiences and perspectives, which supports the diversity of my classroom well.

Some of my favorite read-alouds are pictured above.  I value these for the way they explore human differences and allow my students to really think about and discuss their own perspectives and feelings toward others and our differences as people.  Out of My Mind, by Sharon Draper is a powerful book that allows readers a peek into the very intelligent mind of a disabled child.  My students are often surprised at the level of thinking and ability of Melody, the protagonist.  This opens a conversation about how little we really know about what happens inside the minds and hearts of others, even those who can tell us.  In Small as an Elephant, the protagonist is a boy, Jack, who is about the same age as my students.  Jack's mom clearly has a mental illness and likely a drug problem.  This isn't spelled out in the book very clearly, as it is told from Jack's perspective.  Initially, my students are often horrified to learn how Jack's mother treats him, and they struggle to understand why Jack defends her at times.  Many remark that his mother is "crazy" or "a lunatic," and while I acknowledge that her treatment of her son is definitely surprising considering our social expectations of mother-child relationships, my students usually begin to feel empathy toward her and the situation.  This opens such an incredible conversation about differences in families, which tends to be the greatest cultural difference in my classroom.  After finishing this novel, my students are much less likely to react without thinking, because they have gained perspective and even appreciation for the way other families function.

Throughout these read-alouds, we will discuss and respond frequently.  This allows me to access their academic knowledge, but also their understanding of the world around them.  One change I am implementing this year is the use of "signposts" from Notice and Note by Kylene Beers and Robert Probst.  Together, after teaching each of the signposts, we will use this interactive bulletin board to explore what interests us and what surprises us about our characters, story, and situations.

{Academic Achievement and Personal Development}

Of course, all of this community building simply creates a foundation for true learning and personal development.  My goal as a teacher is to inspire my students to grow not only as fifth graders, but as members of our greater society.  I regularly use techniques such as student-student collaboration, opportunities to share and offer insight, and goal setting in my classroom.  It is my job to participate along with  my students in order to support the feeling of true community.

One way that we work toward academic achievement and personal development is through goal-setting.  We do this in all areas, academic and personal.  One way that I support my students in this is through the creation of systems that allow me to have one-on-one conversations with my students about progress.  We also share as a community.  Below are examples of two ways my students share as readers . . .

Another way that we can track personal learning goals is through "I Can" statements that are clear, student-focused, and accessible.  I post these in my classroom for both reading and math.  This allows my students to know what "the skill" looks like and what questions to ask if they do not have it.  This technique has been a building-push and has proven to provide students with the tools that they need to ensure learning takes place.  My "I Can" statements (taken from our grade-level powered standards) are posted here . . .

To start the year, I give my students a multiple intelligences survey.  I have tried several different formats, but my personal favorite comes from Laura Candler.  I believe there is a great deal of information that my students and I can take away from this activity.  Not only does it help me better understand my students' learning preferences, it can help my students better understand themselves. As learners, if we know what best helps us succeed in our own goals, we can better understand what questions to ask and techniques to use.  As their teacher, I consider it my job to include as many of these MI teaching and learning techniques as possible each week.

http://www.lauracandler.com/strategies/multipleintelligences.php

The MI survey supports my students both academically and in their personal development.  It opens their eyes to the fact that while some subjects or skills may be difficult for them, it could be that they just haven't had the opportunity to learn those subjects or skills in the way their brain works best.  The MI survey allows them to consider the idea that they are not deficient . . . just not there YET, which leads to growth mindset.

I believe that the growth mindset has to be a way of life and, when done correctly, can make all areas of my classroom more productive, supportive, and engaging for all of my students.  I find that by fifth grade, some of my students are very set in their ideas that they are "not good at math" or that they "hate science" or another mindset that allowed them to believe something very finite about themselves.  My goal for all of my students is to see that with hard work, effort, and support from others who share your mindset, they do not need to be locked into any of these negative beliefs about themselves.  While I also believe it is important to honor our strengths and gifts, my students cannot let themselves believe that what is hard, is impossible.  In order to support this, I begin the year with what I hope are inspirational videos, quotes around the room, and purposeful teaching of the idea that anything is possible this year.  For the 2015-2016 school year, I will kick-off this growth mindset with a Prezi (shared below).  My hope is that my students begin to see themselves as "something more" from day 1.  I want them to realize that no matter where they saw themselves as students in the past or what they belief about their strengths, they are not stuck if they are willing to work.  I also want them to know that I support that work and that the only failing is in quitting.

https://prezi.com/qro_btfrhxt3/growth-mindset/

I truly believe that by setting up a classroom that honors my students' differences, strengthens their commonalities, values them as people with opinions, beliefs, and goals, and supports them in their academic and personal learning, I can better serve my students and, in doing so, make this piece of the world a little bit better.