Parents Make Mistakes When Setting Screen Time Rules For Their Kids. That’s OK.
Project-based learning can make students anxious (and that’s not always a bad thing)
Does growth mindset matter? The debate heats up with dueling meta-analyses
Using a strengths-based approach to help students realize their potential
Distracted? These Four Learning Strategies Can Help
Why Setting Boundaries is Helpful for Teachers and Their Students
How Some Mistakes Can be Generative for Teachers and Students Alike
Three Steps for Strengthening Communication and Resilience in Science Class
Why Focusing On Adult Learning Builds A School Culture Where Students Thrive
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That’s OK.","publishDate":1712624410,"format":"standard","headTitle":"Parents Make Mistakes When Setting Screen Time Rules For Their Kids. That’s OK. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“Oh my God! I can do that?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s what one mother told \u003ca href=\"https://draliza.com/\">Aliza Pressman\u003c/a> when encouraged to change screen time rules that she struggled to enforce at home. Her son had been having a hard time peeling himself away from a video game and said he was feeling stress and anxiety when he wasn’t playing. But the parent was worried about changing recently agreed upon rules which allowed her son to play that video game a little bit every day. It was a big change from the previous ‘weekends only’ video game rule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressman’s response to the parent was simple: “Just change the rules.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressman, a developmental psychologist, is the author of \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/The-5-Principles-of-Parenting/Aliza-Pressman/9781668014530\">\u003ci>\u003cspan style=\"font-weight: 400\">5 Principles of Parenting\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and spoke with me about raising resilient children in the digital age. Parents tell her they feel defeated, especially during difficult and scary parenting moments, when they’re also trying to nurture a child’s autonomy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Autonomy is developed in kids when they’re given the space and guidance to face their own challenges and stretch their abilities, as opposed to having things done for them, or being dependent on someone else – like an adult – to tell them exactly what to do. Autonomy with mundane tasks like knowing how to clean up after yourself has been encouraged for ages; however, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">\u003cspan style=\"font-weight: 400\">nurturing autonomy when it comes to screen time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can feel more challenging because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">\u003cspan style=\"font-weight: 400\">addictive design of technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We forget that we’re still parents and we have permission to parent,” said Pressman, and that parents can tap into their inner authority, especially when enforcing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">\u003cspan style=\"font-weight: 400\">rules for screen time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why rules make us uncomfortable \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can feel uncomfortable and guilty about implementing rules for their children, Pressman said. However, rules encompass boundaries and limits and are an essential piece in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">\u003cspan style=\"font-weight: 400\">creating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “As parents, it’s our job to establish those rules, and then to hold them in an authoritative way,” writes Pressman; and it takes practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Autonomy is important to a developing child. When a parent supports their child’s autonomy, they are ultimately helping them develop \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/executive-function\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which help people prioritize tasks, and exercise restraint and impulse control. These skills can be taught to children as their brains mature. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Supporting a child’s autonomy requires self-reflection, according to Pressman. By paying attention to the capacity of your child, and allowing them to see their own capacity, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61570/how-do-children-learn-right-from-wrong\">\u003cspan style=\"font-weight: 400\">you can exert control over what you can\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but still \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">\u003cspan style=\"font-weight: 400\">allow your child to guide their own development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It allows you to offer space for your child to be competent and have some ownership over their lives and their choices” and this “helps build an internal sense of worthiness” for your child, said Pressman.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of autonomy can be very valuable to a child navigating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">\u003cspan style=\"font-weight: 400\">digital spaces that increasingly permeate our lives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Supporting a child’s autonomy isn’t lazy parenting; kids need guidance and boundaries, and they won’t always receive supervision online as they grow older. But rules are hard, and different children present parents with different challenges. According to Pressman, “you want to reflect on what kind of child you have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a child craves a sense of agency and has big reactions to not being able to do something themselves, she advises parents to guide that child towards smaller, more manageable steps. Even if the child pushes back against this approach, Pressman encouraged parents to stick with it, letting the child know that they have their parent’s support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressman pointed to a mock contract provided at the end of her book to set concrete and \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">\u003cspan style=\"font-weight: 400\">collaborative rules and limits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to social media and digital technology use. This contract exercise gives the child freedom of choice, but still enforces logical and previously agreed upon consequences if they make a choice that breaks the contract. According to Pressman, a contractual agreement might also help parents navigate the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it\">\u003cspan style=\"font-weight: 400\">differences between their children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to each child’s individual capacity to interact with digital technologies in a healthy way. \u003c/span>\u003c/p>\n\u003cp>\u003cb>It’s OK to revise the rules\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the addictive design of social media and digital technologies, Pressman said that children need more guardrails rather than fewer, and parents are often divided or feel helpless. Some parents view all screens as evil while others find that tech is the only way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s space between those two extremes, and leaning into that space is what will best serve you and your kids,” according to Pressman. Denying children access to safely discovering the many uses of digital technology only sets them up for the misuse of these digital technologies and spaces, she said. Pressman encouraged parents to be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">\u003cspan style=\"font-weight: 400\">“social media mentors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">model appropriate and reasonable online and on-screen behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reflects that family’s predetermined set of screen rules. These situations can create opportunities for parents to be the go-to guides. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As for entering the world of technology, she recommended small incremental exposures first \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">\u003cspan style=\"font-weight: 400\">when the child is ready\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Know [your child’s] temperament and how they respond” to these incremental exposures to digital technology, said Pressman. Is your child a rule breaker or follower? What is a challenge for them in digital spaces and what comes easily for them? These questions allow parents to see what their child is ready for.\u003c/span>\u003c/p>\n\u003cp>\u003cb>If your kid hates the rule, maybe it’s not a good rule for YOUR kid\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your child doesn’t respond well to the rules, then it might be time to change those rules. “We have to be there to help [our kids] as they’re navigating things that are developmentally challenging,” said Pressman.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a parent’s job to reassess, and determine if rules need to be changed, said Pressman. Adding in a reminder to a child that there is room for growth after rules have been changed or established, is also part of the job, she continued. Revising the rules is part of the parenting process. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, Pressman has some good news for parents: You are the parent you want to be more often than not. If a less-than-ideal parenting decision has been made there’s always room for repair, and it’s these reparative moments that strengthen relationships, according to Pressman. Changing the rules can be a moment of repair.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When a parent supports their child’s autonomy, they are ultimately helping them develop executive function skills.","status":"publish","parent":0,"modified":1712601122,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1131},"headData":{"title":"Parents Make Mistakes When Setting Screen Time Rules For Their Kids. That’s OK. | KQED","description":"When a parent supports their child’s autonomy, they are ultimately helping them develop executive function skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When a parent supports their child’s autonomy, they are ultimately helping them develop executive function skills.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents Make Mistakes When Setting Screen Time Rules For Their Kids. That’s OK.","datePublished":"2024-04-09T01:00:10.000Z","dateModified":"2024-04-08T18:32:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“Oh my God! I can do that?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That’s what one mother told \u003ca href=\"https://draliza.com/\">Aliza Pressman\u003c/a> when encouraged to change screen time rules that she struggled to enforce at home. Her son had been having a hard time peeling himself away from a video game and said he was feeling stress and anxiety when he wasn’t playing. But the parent was worried about changing recently agreed upon rules which allowed her son to play that video game a little bit every day. It was a big change from the previous ‘weekends only’ video game rule. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressman’s response to the parent was simple: “Just change the rules.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressman, a developmental psychologist, is the author of \u003c/span>\u003ca href=\"https://www.simonandschuster.com/books/The-5-Principles-of-Parenting/Aliza-Pressman/9781668014530\">\u003ci>\u003cspan style=\"font-weight: 400\">5 Principles of Parenting\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, and spoke with me about raising resilient children in the digital age. Parents tell her they feel defeated, especially during difficult and scary parenting moments, when they’re also trying to nurture a child’s autonomy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Autonomy is developed in kids when they’re given the space and guidance to face their own challenges and stretch their abilities, as opposed to having things done for them, or being dependent on someone else – like an adult – to tell them exactly what to do. Autonomy with mundane tasks like knowing how to clean up after yourself has been encouraged for ages; however, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">\u003cspan style=\"font-weight: 400\">nurturing autonomy when it comes to screen time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can feel more challenging because of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">\u003cspan style=\"font-weight: 400\">addictive design of technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We forget that we’re still parents and we have permission to parent,” said Pressman, and that parents can tap into their inner authority, especially when enforcing \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61126/how-to-help-young-people-limit-screen-time-and-improve-their-body-image\">\u003cspan style=\"font-weight: 400\">rules for screen time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Why rules make us uncomfortable \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents can feel uncomfortable and guilty about implementing rules for their children, Pressman said. However, rules encompass boundaries and limits and are an essential piece in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">\u003cspan style=\"font-weight: 400\">creating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “As parents, it’s our job to establish those rules, and then to hold them in an authoritative way,” writes Pressman; and it takes practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Autonomy is important to a developing child. When a parent supports their child’s autonomy, they are ultimately helping them develop \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/executive-function\">\u003cspan style=\"font-weight: 400\">executive function skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which help people prioritize tasks, and exercise restraint and impulse control. These skills can be taught to children as their brains mature. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Supporting a child’s autonomy requires self-reflection, according to Pressman. By paying attention to the capacity of your child, and allowing them to see their own capacity, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61570/how-do-children-learn-right-from-wrong\">\u003cspan style=\"font-weight: 400\">you can exert control over what you can\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but still \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60624/young-adults-are-struggling-with-their-mental-health-is-more-childhood-independence-the-answer\">\u003cspan style=\"font-weight: 400\">allow your child to guide their own development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It allows you to offer space for your child to be competent and have some ownership over their lives and their choices” and this “helps build an internal sense of worthiness” for your child, said Pressman.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This type of autonomy can be very valuable to a child navigating \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">\u003cspan style=\"font-weight: 400\">digital spaces that increasingly permeate our lives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Supporting a child’s autonomy isn’t lazy parenting; kids need guidance and boundaries, and they won’t always receive supervision online as they grow older. But rules are hard, and different children present parents with different challenges. According to Pressman, “you want to reflect on what kind of child you have.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If a child craves a sense of agency and has big reactions to not being able to do something themselves, she advises parents to guide that child towards smaller, more manageable steps. Even if the child pushes back against this approach, Pressman encouraged parents to stick with it, letting the child know that they have their parent’s support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pressman pointed to a mock contract provided at the end of her book to set concrete and \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/articles/our-sons-behavior-improved-with-a-tech-agreement\">\u003cspan style=\"font-weight: 400\">collaborative rules and limits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to social media and digital technology use. This contract exercise gives the child freedom of choice, but still enforces logical and previously agreed upon consequences if they make a choice that breaks the contract. According to Pressman, a contractual agreement might also help parents navigate the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61654/what-happens-when-one-twin-scorns-social-media-and-the-other-embraces-it\">\u003cspan style=\"font-weight: 400\">differences between their children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> when it comes to each child’s individual capacity to interact with digital technologies in a healthy way. \u003c/span>\u003c/p>\n\u003cp>\u003cb>It’s OK to revise the rules\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of the addictive design of social media and digital technologies, Pressman said that children need more guardrails rather than fewer, and parents are often divided or feel helpless. Some parents view all screens as evil while others find that tech is the only way forward.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s space between those two extremes, and leaning into that space is what will best serve you and your kids,” according to Pressman. Denying children access to safely discovering the many uses of digital technology only sets them up for the misuse of these digital technologies and spaces, she said. Pressman encouraged parents to be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">\u003cspan style=\"font-weight: 400\">“social media mentors”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">\u003cspan style=\"font-weight: 400\">model appropriate and reasonable online and on-screen behavior\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that reflects that family’s predetermined set of screen rules. These situations can create opportunities for parents to be the go-to guides. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As for entering the world of technology, she recommended small incremental exposures first \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">\u003cspan style=\"font-weight: 400\">when the child is ready\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Know [your child’s] temperament and how they respond” to these incremental exposures to digital technology, said Pressman. Is your child a rule breaker or follower? What is a challenge for them in digital spaces and what comes easily for them? These questions allow parents to see what their child is ready for.\u003c/span>\u003c/p>\n\u003cp>\u003cb>If your kid hates the rule, maybe it’s not a good rule for YOUR kid\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If your child doesn’t respond well to the rules, then it might be time to change those rules. “We have to be there to help [our kids] as they’re navigating things that are developmentally challenging,” said Pressman.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s a parent’s job to reassess, and determine if rules need to be changed, said Pressman. Adding in a reminder to a child that there is room for growth after rules have been changed or established, is also part of the job, she continued. Revising the rules is part of the parenting process. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the end of the day, Pressman has some good news for parents: You are the parent you want to be more often than not. If a less-than-ideal parenting decision has been made there’s always room for repair, and it’s these reparative moments that strengthen relationships, according to Pressman. Changing the rules can be a moment of repair.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok","authors":["11759"],"categories":["mindshift_21385"],"tags":["mindshift_21612","mindshift_20512","mindshift_21614","mindshift_20816"],"featImg":"mindshift_63499","label":"mindshift"},"mindshift_60603":{"type":"posts","id":"mindshift_60603","meta":{"index":"posts_1591205157","site":"mindshift","id":"60603","score":null,"sort":[1673917246000]},"guestAuthors":[],"slug":"project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","title":"Project-based learning can make students anxious (and that’s not always a bad thing)","publishDate":1673917246,"format":"standard","headTitle":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"For teachers who use project-based learning, three research-based strategies can help students overcome anxiety caused by project work.","status":"publish","parent":0,"modified":1694359351,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1861},"headData":{"title":"Project-based learning can make students anxious (and that’s not always a bad thing) | KQED","description":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teachers who use PBL can help students manage anxiety through three reframing strategies.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Project-based learning can make students anxious (and that’s not always a bad thing)","datePublished":"2023-01-17T01:00:46.000Z","dateModified":"2023-09-10T15:22:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators who invest in project-based learning (PBL) say the benefits are obvious: real-world relevance and a sense of purpose lead to higher classroom engagement and better knowledge retention among students. But the path to those outcomes isn’t always smooth. Students sometimes resist the more active role PBL requires from them, because they are accustomed to sit-and-get instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That’s how we train kids to do school,” said Bob Lenz, the CEO of \u003c/span>\u003ca href=\"https://www.pblworks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">PBLWorks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit that helps educators build capacity to design and teach quality PBL. “You tell me what I need to know. I’ll tell you what I know. You’ll give me a grade and we’re done.” Instead of capturing what students know about a particular subject at a point in time like a traditional test or quiz, PBL encourages students to iterate and repeatedly evaluate their understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because it explores real-world issues without clear-cut solutions, PBL might involve public speaking, working in teams or sharing projects in an exhibition, all of which can cause anxiety in students. Additionally, projects require more responsibility and investment, so when they go awry, it can lead to doubts that result in low confidence, negative thoughts and low engagement, according to University of Illinois researchers Carolyn Orson and Reed Larson in their article, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.1177/0743558420913480\">“Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing.”\u003c/a> Teens\u003c/span> are \u003ca href=\"https://childmind.org/article/signs-of-anxiety-in-teenagers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">especially susceptible\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to high levels of anxiety. A recent \u003c/span>\u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">survey from Pew Research Center\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> showed 70% of teens ages thirteen to seventeen think anxiety and depression is a major problem among their peers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not all anxious feelings are harmful to learning. In small doses, anxiety can be fruitful, according to researchers and psychologists. Lenz has seen this play out in classrooms that PBLWorks supports. “When it [works out] and you have the exhibition and you share it and everybody claps, you never forget that as a learner,” Lenz said. “If you want to build somebody’s self-esteem, support them in doing something that causes them anxiety.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research includes three reframing strategies teachers can use to help students step back from their feelings of anxiety when they experience challenges in their project work.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discomfort or Disorder? \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting butterflies before a big presentation or feeling jittery when starting a new project are common responses to events that seem challenging. How does a teacher or parent know when a child’s \u003ca href=\"https://www.kqed.org/mindshift/tag/anxiety\" target=\"_blank\" rel=\"noopener noreferrer\">anxiety\u003c/a> is normal vs. when it’s cause for concern?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I talk about school as being something that is okay to get a little nervous about because it is important. We want you to care enough to study,” said Jennifer Louie, clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “But we want you to keep it all in perspective and say to yourself, ‘Is my anxiety level appropriate to the situation? Is my body reacting as if I’m being chased by a lion when I only have a test?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A misconception about children’s anxiety is that parents and teachers have to completely accommodate it. “Too much giving in to anxiety actually makes things worse,” said Louie. Teachers and parents can look for signs that anxiety is severe, like disruptions to eating and sleeping or excessive crying, and then make accommodations as necessary. But the accommodations should be temporary. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want it to be that way for the long term. We want them to always be working towards challenging themselves,” said Louie. For example, if a student is really nervous about a class presentation they might be allowed to record and submit a video of the presentation. The next time, the student can give the presentation to just the teacher, and eventually they can work up to presenting to the full class.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"For Educators - The California Healthy Minds, Thriving Kids Project\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/videoseries?list=PLnEQkAsadC1GWvmm8v8uRWP-xBXubhlhm\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Reframe Students’ Understanding of Their Abilities \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson, the University of Illinois researchers, interviewed 27 educators to understand their strategies for helping learners with anxiety related to PBL. One of the educators, identified in their study as Cathy, was working with middle school students on a play when she found a student who had been cast as the lead character crying in the bathroom. Even though they had been practicing for weeks, the student, named Katara, didn’t think she was good enough for such a big role. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ability-related anxiety usually crops up when students are trying something new, write Orson and Larson. A telltale sign that a student is experiencing this type of stress is a drop in confidence and an increase in negative self-talk. Teachers can help students by reminding them of times they tried something new and succeeded. Teachers might say, “I’ve seen you do this” or “I’ve seen your abilities” when assuring students that they are equipped to take on a challenge, Orson told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cathy, for example, helped Katara think about her skills in new ways by reminding her how much she had rehearsed and prepared for her role in the play. To quiet Katara’s self-deprecating inner voice, Cathy provided her outside perspective, including examples of how Katara excelled in the role and why she was chosen to play the part. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, teachers can help students who are anxious about PBL understand that they can learn new skills from the challenges that they’re experiencing. For instance, if a student is trying something that consistently fails, teachers can use Carol Dweck’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">growth mindset \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">framework to convince them that they’re on the way to learning something new. To avoid \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47160/carol-dweck-explains-the-false-growth-mindset-that-worries-her\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">misusing the growth mindset framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and praising effort solely to make kids feel good when they are not successful, teachers can direct praise towards students’ effective learning strategies.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Understanding of the Challenges\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson’s research highlights another reframing strategy used by Desiree, an educator in Illinois. During a mural project, Desiree’s student, Delphi, was using spray paint for the first time and struggling to paint eyes on a person in the mural. After multiple attempts, she became frustrated and anxious. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students are first starting project-based learning, they usually don’t anticipate possible obstacles, write Orson and Larson. When students come up against a roadblock, educators can give them more information about the materials or scope of the project to help them understand what is and isn’t in their control. “They’re not saying, ‘We’re going to make this easier,’” Orson told MindShift. “It’s more like they’re [giving students] another perspective on the challenge.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, Desiree helped her student understand that spray paint works differently from more familiar art-making tools and that it may not look the way she expects it to. She told Delphi to take a step back from her work to see it how murals are meant to be seen – from a distance. With a new perspective on challenges, students are able to adjust their expectations and the work seems more manageable.\u003c/span>\u003c/p>\n\u003ch2>Reframe Students’ Experience of Their Emotions\u003c/h2>\n\u003cp>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/1088868307301033?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that emotions – even ones that are considered negative like guilt, anger, or anxiety – are a useful feedback mechanism. “Emotions are so intertwined with learning at every step of the way from why you decided to try to engage with something all the way to actually finishing something,” Orson said. “Emotions can help alert you to information that helps you understand your world a little more.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Orson and Larson interviewed Vivian, an educator for a robotics youth program, about how she addressed student anxiety as her class built catapults. Vivian’s student Mateo became so frustrated when his catapult initially didn’t work that he stopped trying altogether. Instead of getting mad at her student for wasting time, Vivian prompted him to talk through his frustrations with his catapult and focus on the specifics of the situation causing him to feel that way.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vivian normalized his emotions, saying it’s okay to feel frustrated when trying to solve a hard problem. \u003c/span>\u003cspan style=\"font-weight: 400\">She also helped Mateo see that his emotions are not a reason to check out but that they could help him identify where he could start problem-solving.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reframing emotions is useful when students hit an unforeseen obstacle, like if one of their project partners is absent or an expert they were hoping to talk to suddenly cancels. They learn that working through surprises is part of the process. As students do more project-based work and are supported through their challenges, they’ll \u003c/span>\u003cspan style=\"font-weight: 400\">learn\u003c/span>\u003cspan style=\"font-weight: 400\"> to reframe emotions on their own.\u003c/span>\u003c/p>\n\u003ch2>Improve the Conditions for Project-based Learning\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can put structures in place that make overwhelming anxiety less likely. “The fear of being judged is a huge adolescent fear,” said Orson, who recommended that teachers plan \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/relationships\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">relationship-building exercises\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the year to maintain a positive social environment in the classroom. “Fostering a really supportive interpersonal environment where it’s okay to not know and it’s okay to ask questions and to make mistakes is really important.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students are new to PBL, teachers also can limit the scope of projects to allow for the unexpected. “Some students are going to struggle, so you’re going to slow down. Or their first projects are just not ready, so you’ll have to help them revise,” said Bob Lenz from PBLWorks. “It’s better to do small projects that are successful than large ones that you don’t finish.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can reduce assessment-related anxiety by setting clear expectations and providing a rubric for what makes a quality project. “Sometimes that criteria can be generated by the students,” said Lenz. “Sometimes it’s influenced by an expert.” For example, if the class is creating public service announcements, they might have a commercial director talk to them about what goes into a good product. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When projects are finished, teachers can leave time for students to reflect. Lenz suggested questions like “What was your process for completing this project?” and “What would you do differently next time?” \u003c/span>\u003ca href=\"https://my.pblworks.org/system/files/documents/PBLWorks_Reflection_Strategy%20Guide_0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Opportunities to reflect individually and with others\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> helps students understand themselves better as learners and monitor their growth.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moving past anxiety and creating a finished project invites students to practice valuable skills. Schools aspire to develop students into problem-solvers, critical thinkers, active communicators and kind collaborators. \u003c/span>\u003cspan style=\"font-weight: 400\">It’s a tall order, but when done correctly, PBL and the challenging emotions that come with stepping outside one’s comfort zone can provide the opportunity to develop those qualities\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60603/project-based-learning-can-make-students-anxious-and-thats-not-always-a-bad-thing","authors":["11721"],"categories":["mindshift_21445","mindshift_20827","mindshift_193"],"tags":["mindshift_20589","mindshift_108","mindshift_21250","mindshift_843","mindshift_21047","mindshift_20512","mindshift_20865","mindshift_20703","mindshift_256","mindshift_21037","mindshift_486"],"featImg":"mindshift_60605","label":"mindshift"},"mindshift_60490":{"type":"posts","id":"mindshift_60490","meta":{"index":"posts_1591205157","site":"mindshift","id":"60490","score":null,"sort":[1670238033000]},"guestAuthors":[],"slug":"does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses","title":"Does growth mindset matter? The debate heats up with dueling meta-analyses","publishDate":1670238033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Two conflicting meta-analyses in the same research journal have sparked new debate over growth mindset, Carol Dweck's popular education theory.","status":"publish","parent":0,"modified":1670001161,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2193},"headData":{"title":"Does growth mindset matter? The debate heats up with dueling meta-analyses - MindShift","description":"Two conflicting meta-analyses in the same research journal have sparked new debate over Carol Dweck's popular education theory.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does growth mindset matter? The debate heats up with dueling meta-analyses","datePublished":"2022-12-05T11:00:33.000Z","dateModified":"2022-12-02T17:12:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the last 15 years, millions of dollars have been invested in training students to have a “growth mindset,” the belief that anyone’s intelligence can improve through hard work. But now the merit of one of the most popular ideas in education has been thrown into confusion with the publication of two conflicting studies in the same highly respected journal.\u003c/p>\n\u003cp>Each study is a meta-analysis, which means they are supposed to sweep up all the best research on a topic and use statistics to tell us where the preponderance of the evidence lies. How could two such studies come out within just three weeks of each other in \u003ca href=\"https://www.apa.org/pubs/journals/bul\" target=\"_blank\" rel=\"noopener noreferrer\">Psychological Bulletin\u003c/a> and arrive at opposite conclusions? Which one is right?\u003c/p>\n\u003cp>That question is currently the hottest topic in educational psychology. Scholars have been debating the conflicting claims by email and on Twitter. Some penned \u003ca>formal commentaries\u003c/a> on the debate. At least one commentary on the commentaries is in the works. (This is what happens when a scholarly controversy grows red hot.)\u003c/p>\n\u003cp>The theory of growth mindset was developed by Stanford University psychologist Carol Dweck over decades, and it exploded onto the education scene with her 2006 best-selling book, “Mindset: The New Psychology of Success.” In it, Dweck explained that students who believe their brains can change will be more motivated in their studies, take on greater challenges, persist through frustrations and ultimately thrive in school.\u003c/p>\n\u003cp>The optimistic philosophy had an intuitive appeal. Teachers ramped up their praise of student effort and tacked up motivational posters: “Don’t give up until you are PROUD” and “Every mistake you make is PROGRESS.” The concept spawned an industry of mindset consultants who explained neuroplasticity to educators and parents. Today, growth mindset is so accepted in education that it is infused into social-emotional lessons and even math books.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But scholars have wondered how much boosting your mindset really helps students.\u003c/p>\n\u003cp>One team of seven researchers led by Jeni Burnette, a psychologist at North Carolina State University, found that the results were wildly different for students across 53 studies published between 2002 and 2020. Sometimes students benefited a lot from a short online lesson about mindset and their grades rose. Often they didn’t. In a few cases, student performance and well-being deteriorated after a mindset intervention.\u003c/p>\n\u003cp>In their final analysis, Burnette and her colleagues concluded that growth mindset interventions are helpful for \u003cem>some\u003c/em> but not all students. Low-achieving and disadvantaged students were most likely to benefit. High-achievers typically did not get a boost.\u003c/p>\n\u003cp>“Despite the large variation in effectiveness,” the researchers wrote, “we found positive effects on academic outcomes, mental health, and social functioning, especially when interventions are delivered to people expected to benefit the most.” Their paper, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000368\" target=\"_blank\" rel=\"noopener noreferrer\">A Systematic Review and Meta-Analysis of Growth Mindset Interventions: For Whom, How, and Why Might Such Interventions Work?\u003c/a>,” published online Oct. 13, 2022 in Psychological Bulletin, a journal of the American Psychological Association.\u003c/p>\n\u003cp>Then 21 days later, on Nov. 3, the same journal published a rival meta-analysis that concluded growth mindset interventions generally weren’t effective at all. Case Western Reserve University psychologist Brooke Macnamara and her co-author criticized the majority of the 63 studies they found for being poorly designed or conducted by researchers who are advocates for growth mindset and have financial incentives to report positive outcomes.\u003c/p>\n\u003cp>“We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias,” they wrote in their paper, entitled, “\u003ca href=\"https://psycnet.apa.org/doiLanding?doi=10.1037%2Fbul0000352\" target=\"_blank\" rel=\"noopener noreferrer\">Do Growth Mindset Interventions Impact Students’ Academic Achievement? A Systematic Review and Meta-Analysis With Recommendations for Best Practices\u003c/a>.”\u003c/p>\n\u003cp>Northwestern University statistician Elizabeth Tipton weighed in on Nov. 7, declaring in an \u003ca href=\"https://www.researchgate.net/publication/365186228_Why_Meta-Analyses_of_Growth_Mindset_and_Other_Interventions_Should_Follow_Best_Practices_for_Examining_Heterogeneity\" target=\"_blank\" rel=\"noopener noreferrer\">online commentary\u003c/a> that the more flattering meta-analysis was the correct one: growth mindsets work for low-achievers.\u003c/p>\n\u003cp>“I’m a statistician and I really don’t care if growth mindset works or not,” she said. “But I do care about meta-analysis.”\u003c/p>\n\u003cp>Tipton argues that results for different groups of students shouldn’t be “smooshed” together. To understand Tipton’s logic, it’s helpful to imagine growth mindset as a garden pesticide. One formula may help tomato plants thrive, but not lettuce or cucumbers. And it may have destroyed basil plants altogether.\u003c/p>\n\u003cp>“When you look across many people’s gardens, it doesn’t look like it works on average,” said Tipton. “But if you looked within everybody’s gardens and looked only at tomatoes, you would realize that it actually did work.”\u003c/p>\n\u003cp>To prove her point, Tipton recrunched all the data in the studies Macnamara had chosen using the methodology in the first Burnette meta-analysis and replicated the positive findings for low-income and low-achieving students. “You get remarkably similar results,” she said.\u003c/p>\n\u003cp>Indeed, Macnamara herself found this same dichotomy between low and high achievers back in her first meta-analysis of growth mindset published in 2018. In that earlier study, she had a skeptical conclusion, that \u003ca href=\"https://hechingerreport.org/should-taxpayers-and-schools-invest-in-growth-mindset-programs/\" target=\"_blank\" rel=\"noopener noreferrer\">mindsets were unlikely to produce large, consistent benefits for students\u003c/a>. But her previous numbers were similar to those of Burnette and Tipton.\u003c/p>\n\u003cp>Macnamara told me she didn’t systematically review the quality of those older studies, as she has now, and there are now more than twice as many studies since she last looked in 2016. “More data typically allows for better estimates,” she said by email.\u003c/p>\n\u003cp>Macnamara said she is writing a formal response to Tipton’s commentary. “Their claims do not hold up to scrutiny and this will be borne out in our official reply,” she wrote to me. She declined an interview because she said she didn’t want to violate Psychological Bulletin’s rules, which prohibit authors from talking to the media prior to peer review and publication.\u003c/p>\n\u003cp>As I went down this reporting rabbit hole, I began to understand that this scholarly debate is about far more than methodology; it’s about whether you buy the theory of growth mindset itself.\u003c/p>\n\u003cp>There are legitimate questions about what exactly we mean by \u003ca href=\"https://psyarxiv.com/mp84a/\" target=\"_blank\" rel=\"noopener noreferrer\">growth mindset and its link to academic performance\u003c/a>, according to another commentary on the dueling meta-analyses by two educational psychologists at the University of Texas at Austin, Veronica Yan and Brendan Schuetze.\u003c/p>\n\u003cp>The biggest problem is that the word “intelligence” can mean different things to different people. Researchers who study intelligence tend to think of it as cognitive abilities, such as brain processing speed and memory, which are relatively stable over time. But lay people often think of intelligence as a mix of knowledge and skills, which we can readily gain, and “is the purpose of schooling,” Yan and Schuetze wrote.\u003c/p>\n\u003cp>This ambiguity matters because growth mindset is measured through surveys by asking students how much they agree with statements such as, “You have a certain amount of intelligence, and you can’t really do much to change it,” “Your intelligence is something about you that you can’t change very much,” and “You can learn new things, but you can’t really change your basic intelligence.”\u003c/p>\n\u003cp>Students who think of intelligence as a cognitive ability tend to produce lower growth mindset scores. But their mindset scores might have been much higher if they defined intelligence as the ability to learn new things and gain knowledge. So, growth mindset scores, which researchers use to prove their theories, may greatly depend on semantics and be unreliable.\u003c/p>\n\u003cp>The connection between mindset and academic achievement can be a tenuous one. Some studies have found that students can hold a “fixed mindset,” believing that intelligence is a fixed trait, but still feel that they can make up for a lack of innate intelligence by working hard. Perhaps a fixed mindset and strong academic achievement can go hand in hand, too.\u003c/p>\n\u003cp>Critics also question whether improvements in growth mindset are really driving the academic gains that are seen in studies. That’s because many experiments have found that students’ grades can improve after an intervention even when their mindsets haven’t changed.\u003c/p>\n\u003cp>The confounding issue is that mindset interventions rarely focus on mindset alone, but combine it with other helpful tips, such as encouraging students to work hard, set goals and use strategies when facing challenges. Maybe it’s all the other things that are included in a mindset intervention, but not growth mindset in and of itself, that are effective.\u003c/p>\n\u003cp>This is a tricky theoretical knot to unravel. Imagine that someone complimented your beauty and also suggested you get a haircut. Then a week later you are asked out on a date. Was it the praise or the haircut that gave you more confidence and made you more attractive?\u003c/p>\n\u003cp>Mindset proponents argue that changing mindsets alone won’t accomplish much by itself. The change in belief is only powerful if it is combined with productive ways to put a growth mindset into practice. Indeed, Dweck and other mindset researchers are now expanding their mindset interventions, not only to change students, but also to work with educators on changing how they teach, assign work and grade students. Mindset interventions are swelling into school reform.\u003c/p>\n\u003cp>I interviewed Dweck about the academic maelstrom over her work. She said that neither she nor any of the leading mindset researchers, as far as she knows, have a financial interest in growth mindset products. “None of us make money from any product,” Dweck said.\u003c/p>\n\u003cp>Dweck was a co-founder of Mindset Works, which sells mindset interventions and training programs to schools, but she said she divested “years ago” when she realized it was a conflict of interest. The company continues to tout that its products are based on Dweck’s research and charges $50 or less per student for short online video lessons, but teacher training can run $1,000 per hour. There are also cheaper alternatives. Schools can obtain \u003ca href=\"https://www.perts.net/orientation/hg\" target=\"_blank\" rel=\"noopener noreferrer\">mindset products and training\u003c/a> from a foundation-funded nonprofit, PERTS, at no cost.\u003c/p>\n\u003cp>Dweck agrees that low-achieving students benefit far more than high achievers, who often see no academic boost in studies. But she says that’s because academic gains are usually measured by grades. “There’s a little bit of a ceiling effect,” she said. “If you’re getting As, you don’t have anywhere to go. And also, if you’re highly motivated already, you may not need a motivation booster.”\u003c/p>\n\u003cp>Still, Dweck recommends that schools give the intervention to all students and not restrict it to low-achievers. She says that kids of all achievement levels can benefit in ways that grades do not capture.\u003c/p>\n\u003cp>As evidence, Dweck cites the\u003ca href=\"https://www.nature.com/articles/s41586-019-1466-y\" target=\"_blank\" rel=\"noopener noreferrer\"> largest single study of growth mindset\u003c/a> to date, published in 2019, in which more than 13,000 ninth graders across the nation were randomly assigned to receive a mindset boost. Though it primarily benefited low performers, even high-achieving students who watched short online lessons in ninth grade were more likely to take advanced math courses in 10th grade than high achievers who didn’t watch the videos.\u003c/p>\n\u003cp>In her own teaching practice, Dweck continues to give a mindset boost to Stanford University freshmen who take her fall seminar. “They got into a lot of top schools, but as they enter this new environment, they need a mindset booster,” said Dweck. “They’re struggling. They’re blaming themselves. They’re socially comparing themselves with others and judging themselves.”\u003c/p>\n\u003cp>If education were studied in business schools, growth mindset would make for an ideal case study of what happens when an academic concept spreads through pop culture and explodes like wildfire. Growth mindset seems simple, but it’s easy to misunderstand and \u003ca href=\"https://hechingerreport.org/growth-mindset-guru-carol-dweck-says-teachers-and-parents-often-use-her-research-incorrectly/\" target=\"_blank\" rel=\"noopener noreferrer\">misapply\u003c/a>. Many of us, including academic scholars, have strong gut feelings on whether to accept or reject the theory. Researchers are still figuring out how best to incorporate the philosophy in schools. Classroom adoption has gotten ahead of the research and a healthy skepticism is warranted.\u003c/p>\n\u003cp>At the same time, there is a growing body of evidence that these short, online interventions might convince low-performing teens to believe in themselves and their ability to learn. A shift in mindset isn’t going to close the achievement gap; it’s no silver bullet. We still need to improve how schools teach. But small psychological boosts like this might help some students on the margin. And that makes this field of research worth watching.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-does-growth-mindset-matter-the-debate-heats-up/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>growth mindset\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60490/does-growth-mindset-matter-the-debate-heats-up-with-dueling-meta-analyses","authors":["byline_mindshift_60490"],"categories":["mindshift_21504"],"tags":["mindshift_796","mindshift_21095","mindshift_20512","mindshift_381"],"featImg":"mindshift_60493","label":"mindshift"},"mindshift_60088":{"type":"posts","id":"mindshift_60088","meta":{"index":"posts_1591205157","site":"mindshift","id":"60088","score":null,"sort":[1669194006000]},"guestAuthors":[],"slug":"using-a-strengths-based-approach-to-help-students-realize-their-potential","title":"Using a strengths-based approach to help students realize their potential","publishDate":1669194006,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.hackingdeficitthinking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hacking Deficit Thinking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Byron McClure and Kelsie Reed. Published by Times 10 Publications. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By taking a strength-based approach to education, you can help your students develop their skills and talents to realize their full potential. Let’s help kids figure out what they’re good at and improve those areas. Let’s prioritize helping students build their strengths and practice using them daily. That will help them feel happier, experience more flow, and keep doing activities they enjoy — even when they have to do other activities they don’t like. Educators and even parents who use a strength-based approach will help children become more invested in their learning and more engaged in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The SPOT process can help students develop their strengths. It stands for: Strength observation; Progress over perfection; Opportunity to shine; and Teach, try, and tap into strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Strength observation. \u003c/b>\u003cspan style=\"font-weight: 400\">A strength observation is a way to proactively search for strengths in your students. Try immersing yourself in their environment, such as the classroom, hallway, cafeteria, and after-school events. A strength observation differs from a traditional observation because you are intentionally searching for the positive. As a strength observer, it’s not your job to be right but to learn more about who you observe. That requires being open and receptive to what you may or may not see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is the most important trait in a strength observer? Curiosity! You need to understand your students’ behaviors, experiences, and desires. You’ll need to ask questions that you might think are obvious or irrelevant. The more time you spend with them, the more you learn about their strengths. One of the most important steps to becoming a strength observer is adopting an explorer’s mindset. This means that you approach the observation with an open mind — without any preconceived notions — and seek to discover various strengths. It also means being open to every possibility. When you immerse yourself in your students’ worlds, you give yourself permission to be curious and wonder. Then you open yourself to discovering new strengths within your students. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a successful strength observation, you will ask questions, expect unconventional answers, and learn about the students’ worlds. Searching for strengths in your students might seem intuitive, but it’s not. Since most of us educators were trained to identify students’ deficits, we have to actively work to identify their strengths. Pay attention to the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Does the student work better independently or in a group?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When does the student show excitement, boredom, more energy or less energy, frustration, or sustained focus?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How easily do they initiate tasks, shift between tasks, and stay on task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they inspiring or motivating others?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they creative in how they approach a given task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do they leverage resources or social capital in a meaningful way?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What was challenging for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What seemed easy for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What patterns did you notice throughout the observation?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the observation, review your findings with the student. Specifically, share the strengths you identified. For example, if you observed a student during math class while they had to sustain attention over a long period of time, you might say, “Your attention to detail is strong, and you were able to focus on the entire task to get the job done.” Maybe you observed a student who didn’t contribute much during the brainstorming portion of the group activity in social studies. Still, that student captivated his peers and had them on the edge of their seats during the group presentation to the whole class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, have the student offer their reflections on how they view their strengths. Ask them if they agree with your assessment. This is an opportunity to get feedback on how well your observations match up with how the student sees themself — and it also helps students learn more about themself! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To take this a step further, help students reflect on their strengths by asking questions like: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you think you are good at?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you love to do? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What comes easily to you? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any activities that make you lose track of time?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Progress over perfection.\u003c/b>\u003cspan style=\"font-weight: 400\"> Identifying and using strengths can be hard because most of us aren’t used to tapping into our strengths. The key here is to help young people understand the importance of progress. The reality is that routinely using your strengths is a skill. LeBron James is arguably the greatest basketball player of our generation, and he practices his craft daily.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can also practice our strength-finding skills every day. Some days will be more challenging than others. The key here is to make progress toward the goal, not perfection. Help your students find new ways to use their strengths and get better every day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Opportunity to shine. \u003c/b>\u003cspan style=\"font-weight: 400\">When students use their strengths, it gives them a chance to shine, and they are more likely to experience success. This builds self-efficacy and gives them a reason to persist, even when tasks are challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, when students have an opportunity to use their strengths and shine, they experience positive emotions and feel good about themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine a child with perseverance as a strength who only has one shot at succeeding at a task. If they aren’t successful on the first try, that child might become frustrated and learn that you have to be perfect, contributing to anxiety. Imagine if a student has a signature strength of perseverance, and you give them multiple chances to demonstrate mastery. The student might not succeed on the first try, the second try, or even the third. But providing a student who demonstrates perseverance with the opportunity to work at the task until they are successful will help them feel accomplished and continue to work at it even when they face adversity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating opportunities for students to use and demonstrate their strengths is an excellent way to build self-confidence. Students will begin to believe in themselves, realize they are capable, and leverage their strengths in meaningful ways. Also, there is value in helping students recognize and identify missed opportunities for using their strengths. The idea here is that if students can identify these missed opportunities, then it might help to increase their awareness of future opportunities to use strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach, try, and tap into strengths.\u003c/b>\u003cspan style=\"font-weight: 400\"> Teach students to explicitly name their strengths. Help them to build up their strength-based vocabulary, and show them the power of “yet.” Instead of a student saying they are not good at math facts, please encourage them to say, “I might not be the best in math facts — YET.” Encourage young people to try their strengths in new ways. If their strength is “focus,” ask them to try a new task like finding a solution to a problem no one has figured out yet.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg\" alt=\"Hacking Deficit Thinking\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking.jpg 1000w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help your students find ways to tap into the strengths of others. Why? Because the best schools, communities, teams, and organizations know how to harness the strengths of each other — and you can help your students do the same.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This means helping students become well-attuned to their strengths and limitations and learn how to work with others with different strengths and limitations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some people are fantastic at making decisions quickly and effectively. Others are great at seeing all possible consequences of a decision. Some find inspiration in unexpected places. When you have a team that is familiar with each individual’s approach, you can create a culture where everyone feels comfortable contributing to what they’re best at. This leads to bigger and better ideas than if everyone just worked on their own, and it also leads to increased trust in the team — which is what makes them stronger overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help people tap into the strengths of others is to ask them, “How might you use one of your strengths to help someone else?”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60188\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg\" alt=\"Byron McClure\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1020x681.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-768x513.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1536x1025.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-2048x1367.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1920x1281.jpeg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Byron McClure\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast Washington, DC, he reimagined social-emotional learning within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African American boys. He has designed and implemented schoolwide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. Dr. McClure has presented as a panelist, featured speaker, and keynote speaker across the country. He believes in shifting from what’s wrong to what’s strong. Follow him on Twitter \u003ca href=\"https://twitter.com/SchoolPsychLife\">@SchoolPsychLife\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/bmcclure6/\" target=\"_blank\" rel=\"noopener noreferrer\">@bmcclure6\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DrKelsieReed\">\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60158\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg\" alt=\"Kelsie Reed\" width=\"250\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1020x1528.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-768x1151.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1025x1536.jpeg 1025w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1367x2048.jpeg 1367w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1920x2877.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-scaled.jpeg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Kelsie Reed\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, PhD, is a nationally certified school psychologist who works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AERA).\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. Reed is passionate about advancing educational equity for historically minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline disparities and alternative approaches to punitive practices. As a biracial yet White-presenting woman, she believes in using her privilege to make a difference in the lives of others. Follow her on Twitter \u003ca href=\"https://twitter.com/DrKelsieReed\">@drkelsiereed\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/dr.kelsiereed/\" target=\"_blank\" rel=\"noopener noreferrer\">@dr.kelsiereed\u003c/a>. She also runs a social justice advocacy Instagram page \u003ca href=\"https://www.instagram.com/sassy4socialjustice/\">@sassy4socialjustice\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"In their book, \"Hacking Deficit Thinking,\" school psychologists Kelsie Reed and Byron McClure share how educators can reframe how they see students and offer teaching strategies for helping students develop their skills.","status":"publish","parent":0,"modified":1669606456,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1730},"headData":{"title":"Using a strengths-based approach to help students realize their potential - MindShift","description":"In their book, "Hacking Deficit Thinking," school psychologists Kelsie Reed and Byron McClure share strategies for reframing how we think about students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using a strengths-based approach to help students realize their potential","datePublished":"2022-11-23T09:00:06.000Z","dateModified":"2022-11-28T03:34:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60088 https://ww2.kqed.org/mindshift/?p=60088","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/23/using-a-strengths-based-approach-to-help-students-realize-their-potential/","disqusTitle":"Using a strengths-based approach to help students realize their potential","excludeFromSiteSearch":"Include","path":"/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.hackingdeficitthinking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hacking Deficit Thinking\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Byron McClure and Kelsie Reed. Published by Times 10 Publications. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By taking a strength-based approach to education, you can help your students develop their skills and talents to realize their full potential. Let’s help kids figure out what they’re good at and improve those areas. Let’s prioritize helping students build their strengths and practice using them daily. That will help them feel happier, experience more flow, and keep doing activities they enjoy — even when they have to do other activities they don’t like. Educators and even parents who use a strength-based approach will help children become more invested in their learning and more engaged in the classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The SPOT process can help students develop their strengths. It stands for: Strength observation; Progress over perfection; Opportunity to shine; and Teach, try, and tap into strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Strength observation. \u003c/b>\u003cspan style=\"font-weight: 400\">A strength observation is a way to proactively search for strengths in your students. Try immersing yourself in their environment, such as the classroom, hallway, cafeteria, and after-school events. A strength observation differs from a traditional observation because you are intentionally searching for the positive. As a strength observer, it’s not your job to be right but to learn more about who you observe. That requires being open and receptive to what you may or may not see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What is the most important trait in a strength observer? Curiosity! You need to understand your students’ behaviors, experiences, and desires. You’ll need to ask questions that you might think are obvious or irrelevant. The more time you spend with them, the more you learn about their strengths. One of the most important steps to becoming a strength observer is adopting an explorer’s mindset. This means that you approach the observation with an open mind — without any preconceived notions — and seek to discover various strengths. It also means being open to every possibility. When you immerse yourself in your students’ worlds, you give yourself permission to be curious and wonder. Then you open yourself to discovering new strengths within your students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a successful strength observation, you will ask questions, expect unconventional answers, and learn about the students’ worlds. Searching for strengths in your students might seem intuitive, but it’s not. Since most of us educators were trained to identify students’ deficits, we have to actively work to identify their strengths. Pay attention to the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Does the student work better independently or in a group?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">When does the student show excitement, boredom, more energy or less energy, frustration, or sustained focus?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How easily do they initiate tasks, shift between tasks, and stay on task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they inspiring or motivating others?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are they creative in how they approach a given task?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Do they leverage resources or social capital in a meaningful way?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What was challenging for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What seemed easy for the student?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What patterns did you notice throughout the observation?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the observation, review your findings with the student. Specifically, share the strengths you identified. For example, if you observed a student during math class while they had to sustain attention over a long period of time, you might say, “Your attention to detail is strong, and you were able to focus on the entire task to get the job done.” Maybe you observed a student who didn’t contribute much during the brainstorming portion of the group activity in social studies. Still, that student captivated his peers and had them on the edge of their seats during the group presentation to the whole class. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next, have the student offer their reflections on how they view their strengths. Ask them if they agree with your assessment. This is an opportunity to get feedback on how well your observations match up with how the student sees themself — and it also helps students learn more about themself! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To take this a step further, help students reflect on their strengths by asking questions like: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you think you are good at?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What do you love to do? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">What comes easily to you? \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Are there any activities that make you lose track of time?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Progress over perfection.\u003c/b>\u003cspan style=\"font-weight: 400\"> Identifying and using strengths can be hard because most of us aren’t used to tapping into our strengths. The key here is to help young people understand the importance of progress. The reality is that routinely using your strengths is a skill. LeBron James is arguably the greatest basketball player of our generation, and he practices his craft daily.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We can also practice our strength-finding skills every day. Some days will be more challenging than others. The key here is to make progress toward the goal, not perfection. Help your students find new ways to use their strengths and get better every day. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Opportunity to shine. \u003c/b>\u003cspan style=\"font-weight: 400\">When students use their strengths, it gives them a chance to shine, and they are more likely to experience success. This builds self-efficacy and gives them a reason to persist, even when tasks are challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply put, when students have an opportunity to use their strengths and shine, they experience positive emotions and feel good about themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Imagine a child with perseverance as a strength who only has one shot at succeeding at a task. If they aren’t successful on the first try, that child might become frustrated and learn that you have to be perfect, contributing to anxiety. Imagine if a student has a signature strength of perseverance, and you give them multiple chances to demonstrate mastery. The student might not succeed on the first try, the second try, or even the third. But providing a student who demonstrates perseverance with the opportunity to work at the task until they are successful will help them feel accomplished and continue to work at it even when they face adversity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating opportunities for students to use and demonstrate their strengths is an excellent way to build self-confidence. Students will begin to believe in themselves, realize they are capable, and leverage their strengths in meaningful ways. Also, there is value in helping students recognize and identify missed opportunities for using their strengths. The idea here is that if students can identify these missed opportunities, then it might help to increase their awareness of future opportunities to use strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Teach, try, and tap into strengths.\u003c/b>\u003cspan style=\"font-weight: 400\"> Teach students to explicitly name their strengths. Help them to build up their strength-based vocabulary, and show them the power of “yet.” Instead of a student saying they are not good at math facts, please encourage them to say, “I might not be the best in math facts — YET.” Encourage young people to try their strengths in new ways. If their strength is “focus,” ask them to try a new task like finding a solution to a problem no one has figured out yet.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-60155\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg\" alt=\"Hacking Deficit Thinking\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/hackingdeficitthinking.jpg 1000w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Help your students find ways to tap into the strengths of others. Why? Because the best schools, communities, teams, and organizations know how to harness the strengths of each other — and you can help your students do the same.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This means helping students become well-attuned to their strengths and limitations and learn how to work with others with different strengths and limitations. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, some people are fantastic at making decisions quickly and effectively. Others are great at seeing all possible consequences of a decision. Some find inspiration in unexpected places. When you have a team that is familiar with each individual’s approach, you can create a culture where everyone feels comfortable contributing to what they’re best at. This leads to bigger and better ideas than if everyone just worked on their own, and it also leads to increased trust in the team — which is what makes them stronger overall.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help people tap into the strengths of others is to ask them, “How might you use one of your strengths to help someone else?”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60188\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg\" alt=\"Byron McClure\" width=\"250\" height=\"167\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-800x534.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1020x681.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-768x513.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1536x1025.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-2048x1367.jpeg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Byron-McClure-headshot-1920x1281.jpeg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Byron McClure\u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast Washington, DC, he reimagined social-emotional learning within an inner-city community. His work centers on influencing systemic change and ensuring students from high-poverty communities have access to a quality education.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior. He has done considerable work advocating for fair and equitable discipline practices for all students, particularly for African American boys. He has designed and implemented schoolwide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. Dr. McClure has presented as a panelist, featured speaker, and keynote speaker across the country. He believes in shifting from what’s wrong to what’s strong. Follow him on Twitter \u003ca href=\"https://twitter.com/SchoolPsychLife\">@SchoolPsychLife\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/bmcclure6/\" target=\"_blank\" rel=\"noopener noreferrer\">@bmcclure6\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/DrKelsieReed\">\u003ci>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60158\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg\" alt=\"Kelsie Reed\" width=\"250\" height=\"374\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-800x1199.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1020x1528.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-768x1151.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1025x1536.jpeg 1025w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1367x2048.jpeg 1367w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-1920x2877.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelsie-Headshot-scaled.jpeg 1709w\" sizes=\"(max-width: 250px) 100vw, 250px\">Dr. Kelsie Reed\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, PhD, is a nationally certified school psychologist who works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.” Dr. Reed also received awards for her dissertation work through the Society for the Study of School Psychology (SSSP) and the American Educational Research Association (AERA).\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Dr. Reed is passionate about advancing educational equity for historically minoritized students, disrupting the school-to-prison pipeline, and identifying and implementing alternatives to suspension. She has presented at the community, state, and national levels on school discipline disparities and alternative approaches to punitive practices. As a biracial yet White-presenting woman, she believes in using her privilege to make a difference in the lives of others. Follow her on Twitter \u003ca href=\"https://twitter.com/DrKelsieReed\">@drkelsiereed\u003c/a> and Instagram \u003ca href=\"https://www.instagram.com/dr.kelsiereed/\" target=\"_blank\" rel=\"noopener noreferrer\">@dr.kelsiereed\u003c/a>. She also runs a social justice advocacy Instagram page \u003ca href=\"https://www.instagram.com/sassy4socialjustice/\">@sassy4socialjustice\u003c/a>.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60088/using-a-strengths-based-approach-to-help-students-realize-their-potential","authors":["4354"],"categories":["mindshift_21491","mindshift_20827","mindshift_193"],"tags":["mindshift_21486","mindshift_20512","mindshift_21487","mindshift_20616"],"featImg":"mindshift_60237","label":"mindshift"},"mindshift_57734":{"type":"posts","id":"mindshift_57734","meta":{"index":"posts_1591205157","site":"mindshift","id":"57734","score":null,"sort":[1619421730000]},"guestAuthors":[],"slug":"distracted-these-four-learning-strategies-can-help","title":"Distracted? These Four Learning Strategies Can Help","publishDate":1619421730,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction. ","status":"publish","parent":0,"modified":1619539876,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1690},"headData":{"title":"Distracted? These Four Learning Strategies Can Help - MindShift","description":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted? These Four Learning Strategies Can Help","datePublished":"2021-04-26T07:22:10.000Z","dateModified":"2021-04-27T16:11:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57734 https://ww2.kqed.org/mindshift/?p=57734","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/distracted-these-four-learning-strategies-can-help/","disqusTitle":"Distracted? These Four Learning Strategies Can Help","path":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_108","mindshift_21207","mindshift_20512","mindshift_20562","mindshift_873","mindshift_20790","mindshift_380","mindshift_20942"],"featImg":"mindshift_57735","label":"mindshift"},"mindshift_57540":{"type":"posts","id":"mindshift_57540","meta":{"index":"posts_1591205157","site":"mindshift","id":"57540","score":null,"sort":[1617694033000]},"guestAuthors":[],"slug":"why-setting-boundaries-is-helpful-for-teachers-and-their-students","title":"Why Setting Boundaries is Helpful for Teachers and Their Students","publishDate":1617694033,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Colleen Cruz\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is a noble ideal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it is also impossible. Children will always need more, so there is no clear end to the amount of giving a teacher can do. And when teachers give teaching their all, they often end up depleted, drained of the physical and emotional energy to be the sort of skilled practitioner we’d all like to be. Let me say that another way: when educators give so much to their students that they are feeling empty, they do not have the ability to do the sort of high-level thinking and creative work, let alone have the physical stamina to be the excellent teacher their children need. The heroic martyr teacher might make for great film, but it does not make for great instruction.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This can be a hard thing to hold on to when we are not only romanticized when we act as a martyr but are also encouraged and expected to do so. Many teachers report that they are gaslighted by everyone from their administrators to their colleagues when they raise the question of addressing their own needs. They are repeatedly told how important they are and how they should prioritize their well-being, and then asked to do the exact opposite. From being told they can’t leave a professional development session to go to the bathroom to being expected to use their own money to create classroom libraries to being reminded to only take thirty minutes for lunch during online pandemic learning, these “little” things can collectively destabilize a teacher to the point of burnout. Each of these things feel normal, somewhat doable, sometimes inspirational . . . in theory. Sometimes they come with bragging rights, “I haven’t peed since I left my house this morning!” or “I can’t remember if I even ate today” or “My family conferences went so long the custodial staff kicked us out.” And administrators \u003c/span>\u003cspan style=\"font-weight: 400\">or peers impressed with our dedication or commiserating in good-natured ways about the lack of time for ourselves can make it hard to see just how unhealthy these practices become when they become an expected and accepted part of the way teachers work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are told to take care of themselves, but then promptly told why they can’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students need to see your face,” a principal told one teacher who was considering taking a day off for a doctor’s appointment. “And when you aren’t around, those kids don’t learn. When you get back it’s such a mess that you’ll make yourself sicker just trying to catch them all up.” More often than not educators hear that by prioritizing their own needs they are somehow harming children or doing something wrong. Many of us are already prone to putting others first, so it does not take much gaslighting to convince us that putting our own needs off for as long as possible somehow makes us better teachers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Teacher Martyr Makes Mistakes, Avoids Risk, and Observes Less\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know this, preach this, and yet am also terrible at following my own admonishments. You may know that I have a disability. It’s a congenital one whose only long-term solution is two major surgeries that the doctors want to put off for as long as possible. It’s mostly manageable if I take care of myself. I need to balance between regular exercise and rest, stretches and physical therapy to stay mobile. I’ll never be a sprinter, but if I take decent care of myself, I can still be fit enough to teach. My doctors and physical therapists have always been crystal clear—if I want to stay in education and be as active as I am, I need to prioritize my health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, it is so easy to fall into the habit of doing everything else that seems more important than taking care of ourselves. Day after day on social media and in the news, we hear of teachers martyring themselves for the good of their students and their profession. Those are the teachers whose social media posts we share and inspire us. So, by ignoring my own needs and focusing solely on my students, I found myself crawling out of a New York subway train, across a Brooklyn platform, and dragging myself to a bench. It was a busy work week. There was a family night and grading and an end-of-unit celebration. I was staying at school every night until at least 7:00, then getting home and not eating dinner until nearly 9:00, doing some planning and grading before I’d finally collapse in a heap only to repeat the same self-punishing routine the next day. I did this day after day for over a week. No time for healthy eating, resting, stretching, or gentle exercise. Or so I thought. It shouldn’t have come as a shock when I stood up to leave the subway car at my stop that my leg suddenly protested with agonizing pain and an inability to hold my weight. I had no choice but to crawl off. Some kind New Yorkers who saw me crawling helped me find a bench and stayed with me until the school secretary could come pick me up. I don’t know how or when I got to the emergency room, but I do remember my principal standing over me, after he was assured I would be OK, his finger pointed in my face, saying, “You can’t do this. It’s not good for you. And it’s not helping anyone.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You probably know all this. You have probably either lectured someone else or been lectured on how important it is to take care of yourself. Maybe you even have your own version of my subway crawling story. Perhaps for you it was pneumonia, bronchitis, or dizzy spells so bad you were hospitalized. You promised yourself you would never let it get that bad again because you saw how bad it was for everyone. But you might not have been considering how not prioritizing self-care affects the topic we’ve been considering throughout this book: mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we are depleted, we are so much more likely to make mistakes we regret. These mistakes might just be the sloppy ones like leaving the cap off our beloved whiteboard purple marker or forgetting our keys in the teacher’s lounge. But they can also be very high-stakes mistakes—ones that can dramatically affect children’s lives. We might not have the capacity to write all of the letters of recommendations our students request. We might not carefully read the accommodations on a student’s individualized education program and miss key provisions. As you sit there reading this paragraph, you might be thinking about mistakes you have made recently, or maybe ones you made a long time ago that still haunt you. Before you begin to flagellate yourself for that error that just bubbled up again, is it possible that when you made that mistake, you hadn’t been your best self in terms of selfcare? That you might have been tired, hungry, stressed, overwhelmed, or all of the above before you made that regrettable error?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I look back at the mistakes I made in my own classroom or with teachers in theirs, I have to admit most of them wouldn’t have happened if I had taken care of my physical, mental, and emotional state a bit more. Use the chart in \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\">Figure 3–1\u003c/a> to help think about your own examples.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57542\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\" alt=\"\" width=\"540\" height=\"751\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png 540w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM-160x223.png 160w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that I can never hear too much about how the best defense against mistakes is a good offense. If I want to be the best educator (parent, friend, spouse, citizen) I can be, I need to take care of myself first. All other tacks and strategies will be useless without those things. I know you know this. And, if you spend any time on social media at all, you have no doubt seen the countless memes and articles extolling you to focus on self-care. If you are at all like me, you swing from rolling your eyes at people’s self- centeredness to working so hard you hit a point if you don’t do something (bubble bath, sip of tea, just one night of eight hours of sleep) you feel you will implode. That said, we are human and our souls and bodies need to be fed. We need time to laugh with loved ones, fill our minds with rich ideas and art, yes, and even time to rest and recuperate. Even lying on the couch losing ourselves in a great binge-watch can be soul-feeding self-care. Pleasure is more than a treat. As the legendary performance artist Penny Arcade says, “Pleasure is a radical value” (2016). It is a value that goes a long way toward helping us to lead meaningful and joyful lives. If we do not do the work of prioritizing our own mental and physical health outside the classroom, there might be a time where we start to look for affirmation, connectedness, and care from the students in our own classrooms. As Jaleel Howard, Tanya Milner-McCall, and Tyrone Howard (2020) wrote in their book No More Teaching Without Positive Relationships (full disclosure, I coedited this book with Nell Duke), “Teachers need to share themselves with students but have their emotional needs met elsewhere.” We should not expect our kids to make us feel good about ourselves. If educators are spending all day with students and then every waking moment preparing to work with them again, there is no way we can prioritize our other adult relationships. And that need for connection may unconsciously lead us to seek affirmation from our students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Even if it’s just feeling good whenever we go above and beyond. Although it might feel right or somewhat saintly to give everything we’ve got to our students, in the end if we do not care for ourselves outside of the classroom or are not bringing our best selves to the classroom, we might instead feel bitter and taken for granted. Or, even in some cases, we might become emotionally needy around students, \u003c/span>\u003cspan style=\"font-weight: 400\">seeking their approval, comfort, and affirmation, which sets up an unhealthy dynamic where kids are unknowingly trying to fulfill an adult’s emotional needs and also developing an unhealthy sense of what a healthy teacher–student relationship should look like.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it is completely understandable to realize after the fact that the likely cause \u003c/span>\u003cspan style=\"font-weight: 400\">of an error was that we were not taking care of ourselves the way we should, it is less understandable and yet still very common to then not try to prevent another error by taking steps to put ourselves first. It feels strange. It feels selfish. Even our own mentors and teachers were probably models of martyrdom, and although they very likely encouraged us to take care of ourselves, they probably rarely if ever modeled it. The script everyone shows us to follow is teacher martyr.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we know in our marrow that our last regrettable mistake was very likely made because of our lack of self-care. The thing is, not prioritizing ourselves doesn’t just make us vulnerable to regrettable mistakes. When we are depleted, we are also much more likely to not take the risks we need to take to make the good mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about it. Think about your limited energy and the level and depth of energy it takes to try something new, be creative, or take a pedagogical risk. When you do not prioritize your own health, rest, and happiness, you are less likely to have the energy to take the sorts of risks that lead to our aha moments or stretch mistakes. When you spend hours reading through summative assessments without a break, racing against the clock to get them all marked in time, you are significantly less likely to decide now is the time to try some of the latest ideas around high-quality and growth mindset–based feedback. That sort of work requires energy to take a risk as well as time to fix any trouble spots. So instead, you might do a quick online search for “great feedback for students” and click on the link that offers “100 positive phrases to use when giving student feedback.” (See \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\">Figure 3–2\u003c/a> for other options.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57543\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\" alt=\"\" width=\"576\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM-160x142.png 160w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Contrary to popular belief, stretching past our comfort zones for most of us requires a calm, rested, focused self. Very few of us are tempted to push ourselves and our thinking and to challenge our most dearly held beliefs when we are feeling bad emotionally and physically. Those stretch mistakes that we encourage our kids to make require a basic foundation of self-care to be practiced.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_57578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57578 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Colleen-Cruz-1-e1617390692575.jpg\" alt=\"\" width=\"200\" height=\"219\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Nadine Baldasare (Courtesy of Heinemann Press Publishers)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.colleencruz.com/index.htm\">Colleen Cruz\u003c/a> is the author of several titles for educators \u003c/em>\u003cem>including Risk.Fail. \u003c/em>\u003cem>Rise., Writers Read Better: Narrative, Writers Read Better: Nonfiction, The Unstoppable Writing Teacher, and several books in The Units of Study Series as well as the author of the young adult novel Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. She is also co-editor of the Not This But That series with Nell Duke. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project where she serves as Director of Innovation. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Being constantly available for work can lead to burnout, and that means teachers can't bring their best selves to their students. Administrators play a key role in believing teachers and creating a supportive system that will help develop balance. ","status":"publish","parent":0,"modified":1617427659,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2436},"headData":{"title":"Why Setting Boundaries is Helpful for Teachers and Their Students - MindShift","description":"Being constantly available for work can lead to burnout, and that means teachers can't bring their best selves to their students. Administrators play a key role in believing teachers and creating a supportive system that will help develop balance. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Setting Boundaries is Helpful for Teachers and Their Students","datePublished":"2021-04-06T07:27:13.000Z","dateModified":"2021-04-03T05:27:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57540 https://ww2.kqed.org/mindshift/?p=57540","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/06/why-setting-boundaries-is-helpful-for-teachers-and-their-students/","disqusTitle":"Why Setting Boundaries is Helpful for Teachers and Their Students","path":"/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Colleen Cruz\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers, we are caretakers by the nature of our positions. Our instinct almost always is to care for our students before we care for ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This is a noble ideal.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it is also impossible. Children will always need more, so there is no clear end to the amount of giving a teacher can do. And when teachers give teaching their all, they often end up depleted, drained of the physical and emotional energy to be the sort of skilled practitioner we’d all like to be. Let me say that another way: when educators give so much to their students that they are feeling empty, they do not have the ability to do the sort of high-level thinking and creative work, let alone have the physical stamina to be the excellent teacher their children need. The heroic martyr teacher might make for great film, but it does not make for great instruction.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This can be a hard thing to hold on to when we are not only romanticized when we act as a martyr but are also encouraged and expected to do so. Many teachers report that they are gaslighted by everyone from their administrators to their colleagues when they raise the question of addressing their own needs. They are repeatedly told how important they are and how they should prioritize their well-being, and then asked to do the exact opposite. From being told they can’t leave a professional development session to go to the bathroom to being expected to use their own money to create classroom libraries to being reminded to only take thirty minutes for lunch during online pandemic learning, these “little” things can collectively destabilize a teacher to the point of burnout. Each of these things feel normal, somewhat doable, sometimes inspirational . . . in theory. Sometimes they come with bragging rights, “I haven’t peed since I left my house this morning!” or “I can’t remember if I even ate today” or “My family conferences went so long the custodial staff kicked us out.” And administrators \u003c/span>\u003cspan style=\"font-weight: 400\">or peers impressed with our dedication or commiserating in good-natured ways about the lack of time for ourselves can make it hard to see just how unhealthy these practices become when they become an expected and accepted part of the way teachers work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are told to take care of themselves, but then promptly told why they can’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The students need to see your face,” a principal told one teacher who was considering taking a day off for a doctor’s appointment. “And when you aren’t around, those kids don’t learn. When you get back it’s such a mess that you’ll make yourself sicker just trying to catch them all up.” More often than not educators hear that by prioritizing their own needs they are somehow harming children or doing something wrong. Many of us are already prone to putting others first, so it does not take much gaslighting to convince us that putting our own needs off for as long as possible somehow makes us better teachers.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The Teacher Martyr Makes Mistakes, Avoids Risk, and Observes Less\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know this, preach this, and yet am also terrible at following my own admonishments. You may know that I have a disability. It’s a congenital one whose only long-term solution is two major surgeries that the doctors want to put off for as long as possible. It’s mostly manageable if I take care of myself. I need to balance between regular exercise and rest, stretches and physical therapy to stay mobile. I’ll never be a sprinter, but if I take decent care of myself, I can still be fit enough to teach. My doctors and physical therapists have always been crystal clear—if I want to stay in education and be as active as I am, I need to prioritize my health.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, it is so easy to fall into the habit of doing everything else that seems more important than taking care of ourselves. Day after day on social media and in the news, we hear of teachers martyring themselves for the good of their students and their profession. Those are the teachers whose social media posts we share and inspire us. So, by ignoring my own needs and focusing solely on my students, I found myself crawling out of a New York subway train, across a Brooklyn platform, and dragging myself to a bench. It was a busy work week. There was a family night and grading and an end-of-unit celebration. I was staying at school every night until at least 7:00, then getting home and not eating dinner until nearly 9:00, doing some planning and grading before I’d finally collapse in a heap only to repeat the same self-punishing routine the next day. I did this day after day for over a week. No time for healthy eating, resting, stretching, or gentle exercise. Or so I thought. It shouldn’t have come as a shock when I stood up to leave the subway car at my stop that my leg suddenly protested with agonizing pain and an inability to hold my weight. I had no choice but to crawl off. Some kind New Yorkers who saw me crawling helped me find a bench and stayed with me until the school secretary could come pick me up. I don’t know how or when I got to the emergency room, but I do remember my principal standing over me, after he was assured I would be OK, his finger pointed in my face, saying, “You can’t do this. It’s not good for you. And it’s not helping anyone.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You probably know all this. You have probably either lectured someone else or been lectured on how important it is to take care of yourself. Maybe you even have your own version of my subway crawling story. Perhaps for you it was pneumonia, bronchitis, or dizzy spells so bad you were hospitalized. You promised yourself you would never let it get that bad again because you saw how bad it was for everyone. But you might not have been considering how not prioritizing self-care affects the topic we’ve been considering throughout this book: mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we are depleted, we are so much more likely to make mistakes we regret. These mistakes might just be the sloppy ones like leaving the cap off our beloved whiteboard purple marker or forgetting our keys in the teacher’s lounge. But they can also be very high-stakes mistakes—ones that can dramatically affect children’s lives. We might not have the capacity to write all of the letters of recommendations our students request. We might not carefully read the accommodations on a student’s individualized education program and miss key provisions. As you sit there reading this paragraph, you might be thinking about mistakes you have made recently, or maybe ones you made a long time ago that still haunt you. Before you begin to flagellate yourself for that error that just bubbled up again, is it possible that when you made that mistake, you hadn’t been your best self in terms of selfcare? That you might have been tired, hungry, stressed, overwhelmed, or all of the above before you made that regrettable error?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I look back at the mistakes I made in my own classroom or with teachers in theirs, I have to admit most of them wouldn’t have happened if I had taken care of my physical, mental, and emotional state a bit more. Use the chart in \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\">Figure 3–1\u003c/a> to help think about your own examples.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57542\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png\" alt=\"\" width=\"540\" height=\"751\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM.png 540w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.52.56-PM-160x223.png 160w\" sizes=\"(max-width: 540px) 100vw, 540px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I know that I can never hear too much about how the best defense against mistakes is a good offense. If I want to be the best educator (parent, friend, spouse, citizen) I can be, I need to take care of myself first. All other tacks and strategies will be useless without those things. I know you know this. And, if you spend any time on social media at all, you have no doubt seen the countless memes and articles extolling you to focus on self-care. If you are at all like me, you swing from rolling your eyes at people’s self- centeredness to working so hard you hit a point if you don’t do something (bubble bath, sip of tea, just one night of eight hours of sleep) you feel you will implode. That said, we are human and our souls and bodies need to be fed. We need time to laugh with loved ones, fill our minds with rich ideas and art, yes, and even time to rest and recuperate. Even lying on the couch losing ourselves in a great binge-watch can be soul-feeding self-care. Pleasure is more than a treat. As the legendary performance artist Penny Arcade says, “Pleasure is a radical value” (2016). It is a value that goes a long way toward helping us to lead meaningful and joyful lives. If we do not do the work of prioritizing our own mental and physical health outside the classroom, there might be a time where we start to look for affirmation, connectedness, and care from the students in our own classrooms. As Jaleel Howard, Tanya Milner-McCall, and Tyrone Howard (2020) wrote in their book No More Teaching Without Positive Relationships (full disclosure, I coedited this book with Nell Duke), “Teachers need to share themselves with students but have their emotional needs met elsewhere.” We should not expect our kids to make us feel good about ourselves. If educators are spending all day with students and then every waking moment preparing to work with them again, there is no way we can prioritize our other adult relationships. And that need for connection may unconsciously lead us to seek affirmation from our students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Even if it’s just feeling good whenever we go above and beyond. Although it might feel right or somewhat saintly to give everything we’ve got to our students, in the end if we do not care for ourselves outside of the classroom or are not bringing our best selves to the classroom, we might instead feel bitter and taken for granted. Or, even in some cases, we might become emotionally needy around students, \u003c/span>\u003cspan style=\"font-weight: 400\">seeking their approval, comfort, and affirmation, which sets up an unhealthy dynamic where kids are unknowingly trying to fulfill an adult’s emotional needs and also developing an unhealthy sense of what a healthy teacher–student relationship should look like.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it is completely understandable to realize after the fact that the likely cause \u003c/span>\u003cspan style=\"font-weight: 400\">of an error was that we were not taking care of ourselves the way we should, it is less understandable and yet still very common to then not try to prevent another error by taking steps to put ourselves first. It feels strange. It feels selfish. Even our own mentors and teachers were probably models of martyrdom, and although they very likely encouraged us to take care of ourselves, they probably rarely if ever modeled it. The script everyone shows us to follow is teacher martyr.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we know in our marrow that our last regrettable mistake was very likely made because of our lack of self-care. The thing is, not prioritizing ourselves doesn’t just make us vulnerable to regrettable mistakes. When we are depleted, we are also much more likely to not take the risks we need to take to make the good mistakes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Think about it. Think about your limited energy and the level and depth of energy it takes to try something new, be creative, or take a pedagogical risk. When you do not prioritize your own health, rest, and happiness, you are less likely to have the energy to take the sorts of risks that lead to our aha moments or stretch mistakes. When you spend hours reading through summative assessments without a break, racing against the clock to get them all marked in time, you are significantly less likely to decide now is the time to try some of the latest ideas around high-quality and growth mindset–based feedback. That sort of work requires energy to take a risk as well as time to fix any trouble spots. So instead, you might do a quick online search for “great feedback for students” and click on the link that offers “100 positive phrases to use when giving student feedback.” (See \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\">Figure 3–2\u003c/a> for other options.)\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57543\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png\" alt=\"\" width=\"576\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM.png 576w, https://ww2.kqed.org/app/uploads/sites/23/2021/03/Screen-Shot-2021-03-16-at-12.53.08-PM-160x142.png 160w\" sizes=\"(max-width: 576px) 100vw, 576px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Contrary to popular belief, stretching past our comfort zones for most of us requires a calm, rested, focused self. Very few of us are tempted to push ourselves and our thinking and to challenge our most dearly held beliefs when we are feeling bad emotionally and physically. Those stretch mistakes that we encourage our kids to make require a basic foundation of self-care to be practiced.\u003c/span>\u003c/p>\n\u003cp>\u003cem>Excerpt from \u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.: A Teacher’s Guide to Learning from Mistakes \u003c/a>by M. Colleen Cruz. Copyright © 2021 by M. Colleen Cruz. Published by Heinemann, Portsmouth, NH. Reprinted by permission of the publisher. All rights reserved.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_57578\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-57578 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/03/Colleen-Cruz-1-e1617390692575.jpg\" alt=\"\" width=\"200\" height=\"219\">\u003cfigcaption class=\"wp-caption-text\">Author photo by Nadine Baldasare (Courtesy of Heinemann Press Publishers)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.colleencruz.com/index.htm\">Colleen Cruz\u003c/a> is the author of several titles for educators \u003c/em>\u003cem>including Risk.Fail. \u003c/em>\u003cem>Rise., Writers Read Better: Narrative, Writers Read Better: Nonfiction, The Unstoppable Writing Teacher, and several books in The Units of Study Series as well as the author of the young adult novel Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. She is also co-editor of the Not This But That series with Nell Duke. She was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project where she serves as Director of Innovation. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57540/why-setting-boundaries-is-helpful-for-teachers-and-their-students","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21027","mindshift_20512","mindshift_20865","mindshift_21398","mindshift_20716"],"featImg":"mindshift_57675","label":"mindshift"},"mindshift_57413":{"type":"posts","id":"mindshift_57413","meta":{"index":"posts_1591205157","site":"mindshift","id":"57413","score":null,"sort":[1613985936000]},"guestAuthors":[],"slug":"how-some-mistakes-can-be-generative-for-teachers-and-students-alike","title":"How Some Mistakes Can be Generative for Teachers and Students Alike","publishDate":1613985936,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Making mistakes in front of a captive audience can be terrifying, but learning about mistakes that help you grow can help everyone improve. ","status":"publish","parent":0,"modified":1613985936,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1358},"headData":{"title":"How Some Mistakes Can be Generative for Teachers and Students Alike - MindShift","description":"Making mistakes in front of a captive audience can be terrifying, but learning about mistakes that help you grow can help everyone improve.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Some Mistakes Can be Generative for Teachers and Students Alike","datePublished":"2021-02-22T09:25:36.000Z","dateModified":"2021-02-22T09:25:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57413 https://ww2.kqed.org/mindshift/?p=57413","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/22/how-some-mistakes-can-be-generative-for-teachers-and-students-alike/","disqusTitle":"How Some Mistakes Can be Generative for Teachers and Students Alike","path":"/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_358","mindshift_21107","mindshift_20512","mindshift_20987","mindshift_21147","mindshift_21398"],"featImg":"mindshift_57417","label":"mindshift"},"mindshift_55333":{"type":"posts","id":"mindshift_55333","meta":{"index":"posts_1591205157","site":"mindshift","id":"55333","score":null,"sort":[1582017101000]},"guestAuthors":[],"slug":"three-steps-for-strengthening-communication-and-resilience-in-science-class","title":"Three Steps for Strengthening Communication and Resilience in Science Class","publishDate":1582017101,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","status":"publish","parent":0,"modified":1582017101,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1042},"headData":{"title":"Three Steps for Strengthening Communication and Resilience in Science Class | KQED","description":"By experiencing some of the more frustrating aspects of group work, teachers can better identify what students need in order to feel ready to work with others. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Steps for Strengthening Communication and Resilience in Science Class","datePublished":"2020-02-18T09:11:41.000Z","dateModified":"2020-02-18T09:11:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55333 https://ww2.kqed.org/mindshift/?p=55333","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/18/three-steps-for-strengthening-communication-and-resilience-in-science-class/","disqusTitle":"Three Steps for Strengthening Communication and Resilience in Science Class","path":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Debbie Barkley held her string tightly and directed the teachers around her to tug theirs downward as they maneuvered a rubber band around the sides of a red Solo cup. “This is so frustrating,” Barkley said when one of the cups fell over, not for the first time. “My fifth graders would be yelling at each other at this point.” A few minutes later, when the group succeeded in stacking several cups in a prescribed arrangement, teacher Ami Patel-Hopkins, exclaimed, “Oh, I love my group!”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That range of emotions is what \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/\">\u003cspan style=\"font-weight: 400\">Kathleen Tsai\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a chemistry teacher who facilitated the exercise, expected. “It’s frustrating but then you have a sense of fulfillment,” she said during a group reflection at \u003c/span>\u003ca href=\"http://2020.educon.org/\">\u003cspan style=\"font-weight: 400\">EduCon 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a school innovation conference. “The amount of frustration I feel when I do this is the same as my students feel when they’re doing algebra. I’m sweating when I’m stacking cups; they’re sweating when they’re doing homework.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empathizing with students’ emotional experiences was a central component of the workshop that Tsai led on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/resilience\">\u003cspan style=\"font-weight: 400\">cultivating resilience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/science\">\u003cspan style=\"font-weight: 400\">science class\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators have increasingly focused on the role of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48984/what-do-we-mean-when-we-say-social-and-emotional-skills\">\u003cspan style=\"font-weight: 400\">social and emotional learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49870/setting-school-culture-with-social-and-emotional-learning-routines\">\u003cspan style=\"font-weight: 400\">school culture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54878/how-strengthening-relationships-with-boys-can-help-them-learn\">\u003cspan style=\"font-weight: 400\">student success\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but participants at Tsai’s session said the opportunities to teach such skills arise more naturally in humanities courses. At the same time, they agreed that collaboration and the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44870/how-teens-benefit-from-reading-about-the-struggles-of-scientists\">\u003cspan style=\"font-weight: 400\">persist through failure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are critical in science. Through Tsai’s exercises and reflections on their classroom experiences, the group discussed how to strengthen communication and build resilience among their students. \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Start Early\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Devoting time early in the year to cooperative games allows students to practice healthy communication and conflict resolution before academic content is in the mix. Tsai, who teaches at \u003c/span>\u003ca href=\"https://slabeeber.org/\">\u003cspan style=\"font-weight: 400\">Science Leadership Academy Beeber\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> — a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/project-based-learning\">\u003cspan style=\"font-weight: 400\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school — does the cups activity with her students in the first week of class. By trying it themselves, the EduCon participants experienced some of the emotions that students might during group work. In the discussion, one teacher said she found having clear roles helpful as problems arose. (Before the activity began, group members elected to be communications manager, resource manager, task manager or group manager. Tsai provided explicit descriptions for each role.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai pointed out that when one of the groups asked for tips, she told them to figure it out, rather than giving them the answers. Whether with cups or lab work, students often hate that response, Tsai said, and several teachers shouted “yes!” in agreement. Overcoming such hurdles in a low-stakes cooperative game creates a foundation of resilience that can be strengthened as students face similar challenges when science content and grades are involved.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The group discussion, too, was a model for classrooms. As one teacher noted, talking about what behaviors were productive and unproductive in the cups game helped him reflect on how he reacted to the exercise and his teammates. Tsai suggested some “actionable norms” that can come from student discussions about cooperative games: work persistently, take risks and communicate productively.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Build Emotional Vocabulary\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tsai said her first year of teaching was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53640/12-ways-teachers-can-build-resilience-so-they-can-make-systemic-change\">\u003cspan style=\"font-weight: 400\">emotionally challenging\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She eventually realized this was unsurprising, since she was surrounded by \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49829/how-schools-can-help-students-manage-and-mitigate-anxiety\">\u003cspan style=\"font-weight: 400\">emotional teenagers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> every day. “Students say things like ‘I can’t do this,’ ‘I give up,’ ‘I hate this/I hate you,’” Tsai said. “What they really mean is ‘I’m frustrated.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the EduCon session, teachers did a \u003c/span>\u003ca href=\"http://www.theteachertoolkit.com/index.php/tool/gallery-walk\">\u003cspan style=\"font-weight: 400\">gallery walk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> focused on statements about vulnerability, shame and courage. When teachers can get in touch with those three emotions themselves, she said, they are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54853/why-its-imperative-we-all-learn-to-be-emotion-scientists\">\u003cspan style=\"font-weight: 400\">better equipped to help students navigate them\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Tsai has begun talking directly about those feelings with her students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55338\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55338\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_135518-e1582014784823.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">\u003cspan style=\"font-weight: 400\">In an EduCon 2020 session on social emotional learning in science, teachers did a gallery walk examining statements about vulnerability, shame and courage. \u003c/span>They reflected on a quote by Brené Brown: \"We don't have to do all of it alone. We were never meant to.\" \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The gallery walk quotes came from researcher \u003c/span>\u003ca href=\"https://brenebrown.com/\">\u003cspan style=\"font-weight: 400\">Brené Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whose books and talks have helped Tsai develop emotional vocabulary for herself and her students. Different resources might resonate for other teachers. “Think about what the students struggle with,” Tsai said. “How do you help yourself with that?” That’s a good starting point.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch1>\u003cb>Practice/Repeat\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with other types of learning, social emotional learning is not a one-and-done process. Tsai creates opportunities to practice social and emotional skills throughout the curriculum. On her blog, she recently shared an activity for \u003c/span>\u003ca href=\"https://www.tsaientificmethod.com/blog/teaching-active-listening-for-richer-conversations\">\u003cspan style=\"font-weight: 400\">teaching active listening skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. After Tsai modeled active listening and provided sentence starters, her students tried it out with topics they chose. Eventually, they progressed to a topic relevant to their studies — gene therapy and bioethics. Tsai wrote that she used to hate class discussions “because the students never actually listened to each other,” but at the end of these conversations her students reported feeling engaged and challenged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ami Patel-Hopkins, who teaches at Science Leadership Academy Middle School, shared that she uses neuroscience to connect social and emotional skills to science content. By teaching about parts of the brain associated with emotional responses, she increases students’ awareness of what might be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51237/why-teens-should-understand-their-own-brains-and-why-their-teachers-should-too\">\u003cspan style=\"font-weight: 400\">happening in their own brains\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and bodies in stressful moments. She said she peppers her classes with relevant reminders, such as “Use your prefrontal cortex!” when a task requires thoughtful decision-making.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55339\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55339\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/02/20200125_142236-e1582015093318.jpg\" alt=\"\" width=\"1920\" height=\"1263\">\u003cfigcaption class=\"wp-caption-text\">Teacher Kathleen Tsai discusses the role of vulnerability, shame and courage in student experiences of science class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Other teachers at Tsai’s session agreed that building social and emotional skills in science class will require repetition and practice in different contexts throughout the year. They ended the workshop by offering six-word summaries of their takeaways, including:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“You should model for your students.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“It’s a mitzvah to be corrected.”\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">“Emotions underpin all academic work, period.”\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55333/three-steps-for-strengthening-communication-and-resilience-in-science-class","authors":["11487"],"categories":["mindshift_194"],"tags":["mindshift_997","mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_256","mindshift_21038","mindshift_956","mindshift_943","mindshift_391"],"featImg":"mindshift_55335","label":"mindshift"},"mindshift_54750":{"type":"posts","id":"mindshift_54750","meta":{"index":"posts_1591205157","site":"mindshift","id":"54750","score":null,"sort":[1580110176000]},"guestAuthors":[],"slug":"why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","publishDate":1580110176,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","status":"publish","parent":0,"modified":1580110176,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2129},"headData":{"title":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive | KQED","description":"Teachers and administrators in Monterey, California experimented with strategies to build school cultures where the adults are always learning and transferring that excitement and willingness to take risks to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","datePublished":"2020-01-27T07:29:36.000Z","dateModified":"2020-01-27T07:29:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54750 https://ww2.kqed.org/mindshift/?p=54750","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/26/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive/","disqusTitle":"Why Focusing On Adult Learning Builds A School Culture Where Students Thrive","path":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When policymakers and school leaders talk about improving schools, much of the focus is on test scores, teaching strategies, curriculum and other services consumed directly by students. Often less attention is paid to the culture of adult learning in a school building, but maybe it’s time that changed. Harvard researchers have been studying the impact of what they call a “growth culture” on the effectiveness and productivity of companies. Now, they’re expanding that work into schools.\u003c/p>\n\u003cp>“Schools if they’re doing a good job, they’re really designed to be places where kids can learn and grow in powerful ways,” said \u003ca href=\"https://www.gse.harvard.edu/faculty/deborah-helsing\" target=\"_blank\" rel=\"noopener noreferrer\">Deb Helsing\u003c/a>, co-author of \"\u003ca href=\"https://ssir.org/articles/entry/becoming_a_deliberately_developmental_organization\" target=\"_blank\" rel=\"noopener noreferrer\">An Everyone Culture: Becoming a Deliberately Developmental Organization\u003c/a>\" and a Harvard Graduate School of Education lecturer. “We just haven’t ever thought that the adult learning and development happening in schools is a necessary and integral part of creating powerful environments for kids.”\u003c/p>\n\u003cp>Helsing and her colleagues, Robert Kegan and Lisa Lahey, found that \u003ca href=\"https://hbr.org/2016/10/the-key-to-adaptable-companies-is-relentlessly-developing-people\" target=\"_blank\" rel=\"noopener noreferrer\">when adults continue to learn at their jobs they are better at creating that experience for other people\u003c/a>. She says if schools are going to be places where students consistently push against the edge of what they don’t know, testing new theories, and trying things out while learning from mistakes, those same qualities must be present for their teachers. It’s difficult for a teacher to facilitate that type of learning environment if they haven’t experienced it themselves.\u003c/p>\n\u003cp>“If you are experiencing learning that in some way connects to or challenges fundamental assumptions you are making about yourself and the world, that’s when it’s going to be the most powerful,” Helsing said.\u003c/p>\n\u003cp>To get to that place, adults need to be part of a community of colleagues who support their growth. They need to feel safe to be vulnerable, to admit failings or mistakes and to trust that their colleagues are giving feedback in order to help them improve. But it also requires that adults are consistently pushing against the edge of what they don’t know.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“How do you create the kind of challenge so people don’t get comfortable, but are constantly identifying new growth edges that challenge basic assumptions they have?” Helsing asked.\u003c/p>\n\u003cp>Working right at that edge, where fundamental beliefs and mindsets surface and can be examined, is how adults move forward in their learning, said Helsing. This theory of change recognizes that those beliefs may have served the person well for most of their career, but have now become a hindrance to growth. Having time and space to look at those values within the context of their work can help people see that and move forward.\u003c/p>\n\u003cp>And for a growth culture to truly take hold and become self-perpetuating, the system needs to have structures that support this work as part of the day-to-day functioning of the school or district. Pushing at growth edges has to become a regular part of how the work gets done for it to become cultural change.\u003c/p>\n\u003cp>These three areas, what Helsing calls “home, edge and groove,” are crucial to a growth culture in any workplace, including schools. But schools are not businesses and don’t operate in the same way as for-profit companies. To test whether this model could help a district change its adult learning culture, Pivot Learning has been working with \u003ca href=\"https://www.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monterey Peninsula Unified School District\u003c/a> to gather data on the current culture and improve upon it.\u003c/p>\n\u003cp>“The key thing is how do we make sure this connects with the mission critical work the schools are already doing? This can’t be extra,” said Robert Curtis, vice president of education programs at Pivot Learning.\u003c/p>\n\u003cp>Curtis understands that teachers and schools already have too many demands on their time. For a growth culture to take hold and actually change how adult learning in the district happens, it can’t be extra work. Instead, Curtis and others encouraged the four schools and one district department who volunteered to participate in the study to consider this a way to move forward on the issues that are already central to them.\u003c/p>\n\u003cp>“We’re trying to build the internal capacity for them to learn together and create a safe space for leaders to try things out,” Curtis said.\u003c/p>\n\u003cp>Pivot Learning chose Monterey for \u003ca href=\"https://www.pivotlearning.org/wp-content/uploads/2019/09/pivot-growth-culture-whitepaper.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">this study\u003c/a> because it’s superintendent \u003ca href=\"https://www.mpusd.net/apps/pages/index.jsp?uREC_ID=1006811&type=d&pREC_ID=1318042\" target=\"_blank\" rel=\"noopener noreferrer\">PK Diffenbaugh\u003c/a> went through the Harvard leadership training and already believes in the power of growth culture. He was looking for ways to better \u003ca href=\"https://drive.google.com/file/d/1FqjDgISU8rBn1RlJIiSVFsCosuXSC9Xv/view\" target=\"_blank\" rel=\"noopener noreferrer\">support his staff to continue their learning journey\u003c/a>, convinced by research that shows higher teacher satisfaction, retention and success when a school has a strong adult learning culture.\u003c/p>\n\u003cp>\u003cstrong>Monte Vista Elementary School\u003c/strong>\u003c/p>\n\u003cp>One of the first things Pivot Learning did was conduct a survey of district staff about how they perceive the adult learning culture in the district. The survey asked questions about how safe people felt trying new things or being vulnerable with co-workers; whether there were internal processes to surface feedback to leaders; are there clear processes for improving the work everyone does?\u003c/p>\n\u003cp>Of the 1,100 staff in the district 770 completed the survey, which showed Monterey was like many other places – it had room to improve. Then district leadership and Pivot looked for teams interested in working on improving their cultures, eventually recruiting four schools and the human resource department to participate in the study.\u003c/p>\n\u003cp>\u003ca href=\"https://montevista.mpusd.net/\" target=\"_blank\" rel=\"noopener noreferrer\">Monte Vista Elementary\u003c/a> was a clear outlier in the district from survey responses. It was clear that principal Joe Ashby had already been working to create a strong school culture, which was reflected in the survey responses from his staff. His school was also improving more rapidly than schools with lower culture scores.\u003c/p>\n\u003cp>“Put your teachers through experiences that create special places,” Ashby said. “When you come together as a staff, anchor them in a purpose, build connections and create a space for vulnerability.”\u003c/p>\n\u003cp>When Ashby became principal five years ago he had done his own survey of his staff. He found they were thirsty for professional development that would connect directly to what they were doing in the classroom. Ashby came in with a strong vision of using student data, instructional rounds and teacher-leaders to improve student achievement. He then worked with teacher leaders to align professional development to those goals. He conducted one-on-ones with staff and helped grade level teams set goals.\u003c/p>\n\u003cp>“Anything that I was putting out wasn’t just coming from me,” Ashby said. “It was coming from their fellow teachers.”\u003c/p>\n\u003cp>Ashby’s leadership style naturally aligned with many of the principles of a growth culture, one reason why his school’s staff responses were more positive than other parts of the district. But he wanted to get even better, so he volunteered to participate in the Pivot Learning trainings around growth culture with key members of his leadership team.\u003c/p>\n\u003cp>\u003cstrong>Strategies to Build a Growth Culture\u003c/strong>\u003c/p>\n\u003cp>Once a month, the participating schools and human resources department would convene to learn together and try out \u003ca href=\"https://drive.google.com/drive/folders/1Cd1-1ThUbNDebzL88e5EJtte4VwA7xLo\" target=\"_blank\" rel=\"noopener noreferrer\">strategies\u003c/a> for building culture. They shared with one another how activities went with their school site staff and got ideas from one another.\u003c/p>\n\u003cp>“We tried to anchor this in what we want for students,” Curtis said. Pivot Learning shared tools and strategies to create space for staff vulnerability and feedback and helped leaders to articulate how individual goals connect to larger shared goals.\u003c/p>\n\u003cp>They used the Youth Truth survey to bring student feedback into their conversations about improvement. That survey revealed that a majority of students didn’t feel known by their teachers or felt that teachers held low expectations for them. That data got school leaders thinking about how to help their staff build relationships with students.\u003c/p>\n\u003cp>One practice that Curtis encouraged at every professional development session was a check-in – a chance for each person to say what’s on their mind and what they need to let go of in their personal lives in order to focus on the work at hand. It’s a protocol that acknowledges that every professional has a personal life too. Principals decided to bring that protocol back to their schools to try with teachers during staff meetings. If it was successful there, they hoped teachers would then do something similar with students.\u003c/p>\n\u003cp>In another activity that school leaders tested in the Pivot Learning professional development, each person had to \u003ca href=\"https://docs.google.com/presentation/d/1hH_hEL-_1EPbgvSV4D0MdPU9wJHuNkTUQ-P2slr7hKA/edit#slide=id.p1\" target=\"_blank\" rel=\"noopener noreferrer\">create a user manual\u003c/a> for working with them. Curtis encouraged the principals to reflect on how they like to communicate, what their values are, how others can help or support them and what people commonly misunderstand about them. Practicing the activity together empowered principals and the head of human resources to bring the activity back to their employees.\u003c/p>\n\u003cp>Along the way, leaders were confronting their own mindsets and how they might get in the way of the work. For example, leaders often thought they were clearly communicating one message to their staff, only to find out through survey responses that staff disagreed.\u003c/p>\n\u003cp>“There were a lot of assumptions, that they thought they were vulnerable, but then they took the survey and were surprised that most of the staff didn’t think they were open to feedback,” Curtis said.\u003c/p>\n\u003cp>That was often hard for principals like Ashby to hear, but forced them to reevaluate how they were communicating their own professional goals to staff. It wasn’t clear enough that they truly desired feedback in order to reach those goals. They had to rethink how to open up lines of communication and actively work to make staff feel more comfortable giving them honest feedback.\u003c/p>\n\u003cp>Realizations like this are central to the growth culture theory of change. It’s only when working right up against the edge of the unknown that that these types of mindsets surface. And only when they are clearly getting in the way of a leader or teacher’s goals, will they be addressed.\u003c/p>\n\u003cp>“If you’re pouring in resources and time and you’re not addressing underlying beliefs and culture then I don’t think many of these things are going to be successful,” Curtis said of school improvement efforts.\u003c/p>\n\u003cp>After \u003ca href=\"https://docs.google.com/presentation/d/1sEW113-CIGzrlfWdF6_qJo3JSgNnLn71z53pmyTVJ_E/edit#slide=id.g63a3ce1e1e_2_185\" target=\"_blank\" rel=\"noopener noreferrer\">spending a year with the leadership teams\u003c/a> working on strategies to develop a growth culture and encouraging those leaders to use those strategies with staff, Pivot Learning gave Monterey Unified staff another survey to see if they had improved. All the participating sites showed some improvement on the post-survey and the district overall saw a slight improvement.\u003c/p>\n\u003cp>“The principals are still getting together and continuing to work on this,” Curtis said. “There’s a huge value in the network and having allies across the district that you can connect with.”\u003c/p>\n\u003cp>One of the biggest unexpected wins for principals may lie with the transformation in the human resources department. As a central office department, the human resources staff didn’t normally get to participate in professional development of this type. But members of that department experienced some of the most tremendous improvement in creating a growth culture of any of the pilot sites. Perhaps more importantly, they were in the same room with principals and teachers as they made themselves vulnerable. They heard the reports from leaders each week about what strategies worked well and which ones didn’t. All that collaborative work gave the human resources professionals a much better idea of who to look for when the district hires.\u003c/p>\n\u003cp>“Learning is really the engine here and it’s hard,” said Deb Hesling, the Harvard professor whose work, along with colleagues, inspired this approach to professional development. “You’re getting out to the edge of what you know, and you’re testing new ideas out, and making mistakes and learning from those mistakes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A big takeaway from this pilot study is that leaders must lead the work in a transparent way. And they have to challenge their own assumptions about how their staff perceive them. For many teachers, a principal who encourages risk taking, failure and learning may feel very different and a bit scary. Leaders can’t assume that all teachers will take them at their word when they say they invite feedback. And when they get negative feedback, they have to model graciously accepting it and making visible steps towards using it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_37","mindshift_21178","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_1041","mindshift_96","mindshift_21049","mindshift_486"],"featImg":"mindshift_54759","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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