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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">What kind of people can become scientists? When \u003c/span>\u003ca href=\"https://www.apa.org/pubs/journals/releases/edu-edu0000092.pdf\">\u003cspan style=\"font-weight: 400\">a group of researchers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> posed that question to ninth- and 10th-graders, almost every student gave empowering responses, such as “People who work hard” or “Anyone who seems interested in the field of science.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite these generalized beliefs, many of these same students struggled to imagine \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">themselves\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that students might find imagining themselves as scientists a stretch -- great achievements in science get far more attention than the failed experiments, so it’s easy to see a scientist’s work as stemming from an innate talent. Additionally, several science fields have a long way to go to be more inclusive of women and underrepresented minorities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But for high school students, learning more about some of the personal and intellectual struggles of scientists can help students feel more motivated to learn science. R\u003c/span>\u003cspan style=\"font-weight: 400\">esearchers at Teachers College, Columbia University and the University of Washington \u003ca href=\"http://www.tc.columbia.edu/articles/2016/february/learning-about-struggles-of-famous-scientists-may-help-students-succeed-in-scie/\">designed an intervention\u003c/a> to “confront students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific endeavors.”\u003c/span>\u003c/p>\n\u003cp>During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday:\u003c/p>\n\u003col>\n\u003cli style=\"font-weight: 400\">\u003cb>Intellectual struggle stories\u003c/b>\u003cspan style=\"font-weight: 400\">: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from these setbacks.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Life struggle stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists struggled in their personal lives, such as persevering in the face of poverty or lack of family support.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Achievement stories: \u003c/b>\u003cspan style=\"font-weight: 400\">stories about how scientists made great discoveries, without any discussion of concurrent challenges.\u003c/span>\u003c/li>\n\u003c/ol>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers found that students who heard either type of “struggle story” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower-performing students, for whom “exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories.” In addition, students who read struggle stories reported feeling more personally connected to the scientists.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://itunes.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\">\u003cimg class=\"alignright size-full wp-image-45053\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Podcast-Square-e1463002696628.jpg\" alt=\"Podcast-Square\" width=\"250\" height=\"227\">\u003c/a>Many high school students view scientific ability as a \u003ca href=\"http://news.stanford.edu/pr/2007/pr-dweck-020707.html\">fixed trait\u003c/a> that is not responsive to effort. As the researchers wrote: “When students struggle in science classes, they may misperceive their struggle as an indication that they are not good at science and will never succeed.” \u003cspan style=\"font-weight: 400\">By identifying a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize with the scientists during their own struggles. The researchers identified stories as a learning tool because of stories' ability to influence readers' beliefs. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Struggles in the Science Classroom\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kristen Blabac, a middle and high school science teacher at \u003c/span>\u003ca href=\"https://www.montroseschool.org/\">\u003cspan style=\"font-weight: 400\">Montrose School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Medfield, Massachusetts, says that the results of this study make a lot of sense to her: “Scientists don’t just wake up one day and make a great discovery. It takes years of study, research, learning from mistakes and trying again.” When students hear the backstory to a discovery -- even briefly -- it can help demystify the work of scientists.\u003c/span>\u003c/p>\n\u003cp>Montrose began a schoolwide emphasis on “growth mindset” three years ago, and Blabac says that the science classroom is fertile ground for teaching teens about the power of embracing setbacks. Take the scientific process: Students begin an experiment by coming up with a hypothesis. If they come to the end of the process and discover they cannot support this hypothesis, students can feel defeated. “They might think, ‘Something went wrong. This is bad. I can’t do science,’ ” says Blabac. To counteract this, she spends time helping students reframe their thinking, asking them, “Did you learn something from this process? If you did this a second time, what would you do differently?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are the types of questions real scientists ask themselves, says Blabac, who keeps pictures of diverse scientists around her room to help students “put a face to the discovery.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recently, Blabac brought in several local scientists to judge the sixth-grade science fair — partly because interacting with them helps students counteract the mental image of \"an elusive scientist in a sterile lab with a white lab coat.” As her students pointed out, “they came in dressed like regular people,” and they talked about their families, their hobbies and their interests outside of science. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the judges, a chemical engineer at MIT, thanked students for sharing not just their successes, but also “their mishaps, what they learned from their experiments, and what they would do next if they were continuing the work.” One of those “mishaps” occurred in a group that tried to grow sugar crystals from three types of sugar. “They outlined a great plan,” says Blabac, “and it didn’t work at all! No sugar crystals. They could have gotten discouraged, but instead they decided to do the experiment again -- after the science fair is over. There’s no grade tied to this -- they just want to figure out why their experiment didn’t work.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Montrose head of school Karen Bohlin said that these experiences and stories help students reframe scientific “struggle” from a negative to a positive. When students hear about how real scientists engage in trial and error and learn from their mistakes -- and then practice this process themselves -- they begin to appreciate the importance of developing “intellectual carefulness, intellectual honesty and intellectual humility -- habits of mind essential to doing good science.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Or as Blabac tells her students, “If you only do the experiments you already know the answer to, you are not moving science forward. Scientific advancement always requires taking some risks. We can learn a lot of valuable information from ‘failed’ experiments.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Talking About Failure: What Parents Can Do to Motivate Kids in School",
"title": "Talking About Failure: What Parents Can Do to Motivate Kids in School",
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"content": "\u003cp>Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.\u003c/p>\n\u003cp>\"Parents are a really critical force in child development when you think about how motivation and mindsets develop,\" says \u003ca href=\"http://https/psychology.stanford.edu/node/2343\">Kyla Haimovitz\u003c/a>, a professor of psychology at Stanford University. She coauthored the \u003ca href=\"http://pss.sagepub.com/content/early/2016/04/23/0956797616639727.abstract\">study, published\u003c/a> in \u003cem>Psychological Science\u003c/em> with colleague \u003ca href=\"http://https/psychology.stanford.edu/cdweck\">Carol Dweck\u003c/a>, who \u003ca href=\"http://https/www.ted.com/speakers/carol_dweck\">pioneered\u003c/a> \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">research on mindsets\u003c/a>. \"Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it.\"\u003c/p>\n\u003cp>Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.\u003c/p>\n\u003cp>\"There is a fair amount of evidence showing that when children view their abilities as more malleable and something they can change over time, then they deal with obstacles in a more constructive way,\" says \u003ca href=\"http://heymanlab.ucsd.edu/\">Gail Heyman\u003c/a>, a professor of psychology at the University of California at San Diego who was not involved in this study.\u003c/p>\n\u003cp>But communicating that message to children is not simple.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Parents need to represent this to their kids in the ways they react about their kids' failures and setbacks,\" Haimovitz says. \"We need to really think about what's visible to the other person, what message I'm sending in terms of my words and my deeds.\"\u003c/p>\n\u003cp>In other words, if a child comes home with a D on a math test, how a parent responds will influence how the child perceives their own ability to learn math. Even a well-intentioned, comforting response of \"It's OK, you're still a great writer\" may send the message that it's time to give up on math rather than learn from the problems they got wrong, Haimovitz explains.\u003c/p>\n\u003cp>She and Dweck conducted a series of smaller studies to explore how the interactions between parents' failure and intelligence mindsets affected their children's beliefs about intelligence.\u003c/p>\n\u003cp>First they interviewed 73 parents and their fourth- and fifth-grade children about their beliefs on failure and intelligence. The parents were mostly mothers with at least a college degree; they lived in the San Francisco Bay Area. The questions focused on whether they viewed intelligence as something that could change and whether they saw failure as positive, facilitating growth and enhancing productivity or as negative, debilitating and inhibiting learning.\u003c/p>\n\u003cp>The way children perceived \"being smart\" was not related to how their parents perceived intelligence, but it was related to how their parents reacted toward failure.\u003c/p>\n\u003cp>\"Parents who had more of a failure-is-debilitating mindset had children who were significantly more likely to believe that intelligence is fixed,\" they found, even after accounting for how parents perceived their children's academic success.\u003c/p>\n\u003cp>\"The more parents believed that failure is debilitating, the more likely their children were to see them as concerned with their performance outcomes and grades rather than their learning and improvement,\" the study found.\u003c/p>\n\u003cp>Then the researchers surveyed 160 different parents online to find out how they would respond to their child coming home with a failing quiz grade. Those who saw failure as negative were more likely to worry about their child's abilities in that subject or to comfort their child about not being talented in all subjects. But parents who saw failure as an opportunity were more likely to ask their child what they learned from the quiz, what they still can learn and whether asking the teacher for help would be useful.\u003c/p>\n\u003cp>Through two more surveys of 102 Bay Area parents and their children and 100 fourth- and fifth-grade students, the researchers found that children could correctly identify their parents' beliefs about failure but not necessarily about intelligence — and it was the former that matched up with the children's own beliefs about intelligence. Finally, the researchers conducted a randomized experiment with 132 parents to discover whether parents' failure beliefs directly cause their children's beliefs through parents' reactions to failure: they did.\u003c/p>\n\u003cp>\"The takeaway is that when your child is struggling on something or has setbacks, don't focus on their abilities, focus on what they can learn from it,\" Haimovitz says. One way, she says, is to ask a child: \"How can you use this as a jumping-off point?\"\u003c/p>\n\u003cp>But it's unclear how much the study's findings relate to children of various ethnic, racial and socioeconomic backgrounds. Related research Heyman has done in China revealed a mixed bag in terms of results.\u003c/p>\n\u003cp>\"Cultures have very different beliefs about effort and ability, and asking subtly different questions you can get different answers,\" Heyman says.\u003c/p>\n\u003cp>Whereas academic success often correlates with athletic or social success among white students, the same is not necessarily true among black or Latino students, according to \u003ca href=\"http://gero.usc.edu/faculty/abdou/\">Cleopatra Abdou\u003c/a>, an assistant professor of psychology at the University of Southern California. What is consistent across cultures, however, is the powerful influence that beliefs people internalize as children follow them through life.\u003c/p>\n\u003cp>\"The messages we get from our parents, whether explicitly or symbolically or subconsciously, stay with us and are very hard to unlearn and to overcome\" if they're not helpful, she says. \"Sometimes we have internalized faulty beliefs or beliefs that don't serve us.\"\u003c/p>\n\u003cp>Further, taking the learn-from-failure message too far might backfire eventually. \"If you're being told this message you can learn anything and you've done everything you can and you're not getting anywhere, then maybe at a certain point you say you're going to say I just don't believe this,\" she adds.\u003c/p>\n\u003cp>Further, children's mindsets can also be influenced by their temperament, such as their tolerance for frustration, Heyman says.\u003c/p>\n\u003cp>\"One thing we do know in recent years, there's too much blaming of parents,\" Heyman says. \"Temperament is extremely important and it's biologically based, and to deny that causes all kinds of problems.\"\u003c/p>\n\u003cp>The challenge for parents is to support children without setting them up for failure.\u003c/p>\n\u003cp>\"There's this very difficult fine line between parents and teachers helping children enough so that they can do things on their own that they couldn't do otherwise but not to help them so much that they expect other people to do it for them and don't get pulled up to a higher level,\" Heyman says. \"You slowly pull back as the kids get better on their own, but not let them flail around so much that they get frustrated and give up.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Tara Haelle is the co-author of \u003c/em>\u003ca href=\"http://www.npr.org/books/titles/473075468/the-informed-parent-a-science-based-resource-for-your-childs-first-four-years\">The Informed Parent: A Science-Based Resource for Your Child's First Four Years\u003c/a>\u003cem>. She's on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tarahaelle\">@tarahaelle\u003c/a>\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Teach+Children+That+Failure+Is+The+Secret+To+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Is failure a positive opportunity to learn and grow, or is it a negative experience that hinders success? How parents answer that question has a big influence on how much children think they can improve their intelligence through hard work, a study says.\u003c/p>\n\u003cp>\"Parents are a really critical force in child development when you think about how motivation and mindsets develop,\" says \u003ca href=\"http://https/psychology.stanford.edu/node/2343\">Kyla Haimovitz\u003c/a>, a professor of psychology at Stanford University. She coauthored the \u003ca href=\"http://pss.sagepub.com/content/early/2016/04/23/0956797616639727.abstract\">study, published\u003c/a> in \u003cem>Psychological Science\u003c/em> with colleague \u003ca href=\"http://https/psychology.stanford.edu/cdweck\">Carol Dweck\u003c/a>, who \u003ca href=\"http://https/www.ted.com/speakers/carol_dweck\">pioneered\u003c/a> \u003ca href=\"http://mindsetonline.com/abouttheauthor/\">research on mindsets\u003c/a>. \"Parents have this powerful effect really early on and throughout childhood to send messages about what is failure, how to respond to it.\"\u003c/p>\n\u003cp>Although there's been a lot of research on how these forces play out, relatively little looks at what parents can do to motivate their kids in school, Haimovitz says. This study begins filling that gap.\u003c/p>\n\u003cp>\"There is a fair amount of evidence showing that when children view their abilities as more malleable and something they can change over time, then they deal with obstacles in a more constructive way,\" says \u003ca href=\"http://heymanlab.ucsd.edu/\">Gail Heyman\u003c/a>, a professor of psychology at the University of California at San Diego who was not involved in this study.\u003c/p>\n\u003cp>But communicating that message to children is not simple.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Parents need to represent this to their kids in the ways they react about their kids' failures and setbacks,\" Haimovitz says. \"We need to really think about what's visible to the other person, what message I'm sending in terms of my words and my deeds.\"\u003c/p>\n\u003cp>In other words, if a child comes home with a D on a math test, how a parent responds will influence how the child perceives their own ability to learn math. Even a well-intentioned, comforting response of \"It's OK, you're still a great writer\" may send the message that it's time to give up on math rather than learn from the problems they got wrong, Haimovitz explains.\u003c/p>\n\u003cp>She and Dweck conducted a series of smaller studies to explore how the interactions between parents' failure and intelligence mindsets affected their children's beliefs about intelligence.\u003c/p>\n\u003cp>First they interviewed 73 parents and their fourth- and fifth-grade children about their beliefs on failure and intelligence. The parents were mostly mothers with at least a college degree; they lived in the San Francisco Bay Area. The questions focused on whether they viewed intelligence as something that could change and whether they saw failure as positive, facilitating growth and enhancing productivity or as negative, debilitating and inhibiting learning.\u003c/p>\n\u003cp>The way children perceived \"being smart\" was not related to how their parents perceived intelligence, but it was related to how their parents reacted toward failure.\u003c/p>\n\u003cp>\"Parents who had more of a failure-is-debilitating mindset had children who were significantly more likely to believe that intelligence is fixed,\" they found, even after accounting for how parents perceived their children's academic success.\u003c/p>\n\u003cp>\"The more parents believed that failure is debilitating, the more likely their children were to see them as concerned with their performance outcomes and grades rather than their learning and improvement,\" the study found.\u003c/p>\n\u003cp>Then the researchers surveyed 160 different parents online to find out how they would respond to their child coming home with a failing quiz grade. Those who saw failure as negative were more likely to worry about their child's abilities in that subject or to comfort their child about not being talented in all subjects. But parents who saw failure as an opportunity were more likely to ask their child what they learned from the quiz, what they still can learn and whether asking the teacher for help would be useful.\u003c/p>\n\u003cp>Through two more surveys of 102 Bay Area parents and their children and 100 fourth- and fifth-grade students, the researchers found that children could correctly identify their parents' beliefs about failure but not necessarily about intelligence — and it was the former that matched up with the children's own beliefs about intelligence. Finally, the researchers conducted a randomized experiment with 132 parents to discover whether parents' failure beliefs directly cause their children's beliefs through parents' reactions to failure: they did.\u003c/p>\n\u003cp>\"The takeaway is that when your child is struggling on something or has setbacks, don't focus on their abilities, focus on what they can learn from it,\" Haimovitz says. One way, she says, is to ask a child: \"How can you use this as a jumping-off point?\"\u003c/p>\n\u003cp>But it's unclear how much the study's findings relate to children of various ethnic, racial and socioeconomic backgrounds. Related research Heyman has done in China revealed a mixed bag in terms of results.\u003c/p>\n\u003cp>\"Cultures have very different beliefs about effort and ability, and asking subtly different questions you can get different answers,\" Heyman says.\u003c/p>\n\u003cp>Whereas academic success often correlates with athletic or social success among white students, the same is not necessarily true among black or Latino students, according to \u003ca href=\"http://gero.usc.edu/faculty/abdou/\">Cleopatra Abdou\u003c/a>, an assistant professor of psychology at the University of Southern California. What is consistent across cultures, however, is the powerful influence that beliefs people internalize as children follow them through life.\u003c/p>\n\u003cp>\"The messages we get from our parents, whether explicitly or symbolically or subconsciously, stay with us and are very hard to unlearn and to overcome\" if they're not helpful, she says. \"Sometimes we have internalized faulty beliefs or beliefs that don't serve us.\"\u003c/p>\n\u003cp>Further, taking the learn-from-failure message too far might backfire eventually. \"If you're being told this message you can learn anything and you've done everything you can and you're not getting anywhere, then maybe at a certain point you say you're going to say I just don't believe this,\" she adds.\u003c/p>\n\u003cp>Further, children's mindsets can also be influenced by their temperament, such as their tolerance for frustration, Heyman says.\u003c/p>\n\u003cp>\"One thing we do know in recent years, there's too much blaming of parents,\" Heyman says. \"Temperament is extremely important and it's biologically based, and to deny that causes all kinds of problems.\"\u003c/p>\n\u003cp>The challenge for parents is to support children without setting them up for failure.\u003c/p>\n\u003cp>\"There's this very difficult fine line between parents and teachers helping children enough so that they can do things on their own that they couldn't do otherwise but not to help them so much that they expect other people to do it for them and don't get pulled up to a higher level,\" Heyman says. \"You slowly pull back as the kids get better on their own, but not let them flail around so much that they get frustrated and give up.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Tara Haelle is the co-author of \u003c/em>\u003ca href=\"http://www.npr.org/books/titles/473075468/the-informed-parent-a-science-based-resource-for-your-childs-first-four-years\">The Informed Parent: A Science-Based Resource for Your Child's First Four Years\u003c/a>\u003cem>. She's on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tarahaelle\">@tarahaelle\u003c/a>\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+To+Teach+Children+That+Failure+Is+The+Secret+To+Success&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A few \"short\" years ago, during my sophomore year at \u003ca href=\"https://www.ccny.cuny.edu/\">The City College of New York\u003c/a>, some fellow Caribbean classmates told me that the education department was offering a \"free\" course, called Thinking Chess, for three credits.\u003c/p>\n\u003cp>As an international student from Barbados, paying almost four times more in tuition than locals, the idea of getting \"free\" credits in a system where we had to pay for everything was nothing short of a miracle. I jumped at the idea of taking the class because, after all, who doesn't want to save a few dollars living in a foreign country away from one's family?\u003c/p>\n\u003cp>More than that, I'd always wanted to learn chess. And, as if I weren't psyched enough about free credits, the kicker sold me — the class was going to be taught by an international grandmaster. I may have been a novice at chess, but I sure knew that a grandmaster meant I would be learning from one of the game's best. Details about our instructor-to-be got even more exciting. Not only was he a grandmaster, but he was the first African-American and Jamaican-born grandmaster in chess — a designation that brought me immense pride as a West Indian.\u003c/p>\n\u003cp>His name is Maurice Ashley. It was my first time hearing about him, but I could hardly wait to meet him and learn the game that brought him fame — and of course, earn those free easy credits. Ashley was amiable and smart, a proud alum returning to his alma mater to teach, and this assignment was no game for him; he meant business.\u003c/p>\n\u003cp>In his introduction, he told us that ours was an addition to the many classes he'd been teaching throughout New York City since 1988 to students ages 5 to 18. His lessons, he noted, were not simply to instruct students on how to play chess, but how to apply its tactics and strategies to life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ashley made it clear that our credits would be hard-earned, and in order to pass the class, among other criteria, we had to (1) attempt to checkmate him in a limited number of moves and (2) write a paper on how we plan to apply the tactics and strategies of chess to our respective chosen professions and, ultimately, our lives.\u003c/p>\n\u003cp>All of a sudden, what I thought would be three easy credits seemed as daunting as the chances of my actually becoming a grandmaster.\u003c/p>\n\u003cp>I didn't checkmate Ashley in my practical chess exam, but I got an A in that course and learned life lessons that have served me well beyond the classroom.\u003c/p>\n\u003cp>These nuggets came to mind last week when Ashley made headlines. As the U.S. Chess Championships got underway, he received one of the highest honors bestowed to an American chess grandmaster — induction into the \u003ca href=\"http://www.worldchesshof.org/hall-of-fame/us-chess/maurice-ashley\" target=\"_blank\">U.S. Chess Hall of Fame\u003c/a> in St. Louis.\u003c/p>\n\u003cp>The occasion caused me to reflect on his journey from Jamaica to the world stage and how for almost 30 years he has influenced the lives of countless students — mine included — through teaching chess.\u003c/p>\n\u003cp>\u003cstrong>Thinking Chess With \u003c/strong>\u003cstrong>Maurice Ashley\u003c/strong>\u003c/p>\n\u003cp>I found my old college essay from the chess course I took with Ashley and I reached out to him for an interview. On revisiting my essay, I smiled at how my takeaway from that class was in sync with what he told me this past week.\u003c/p>\n\u003cp>In part, my essay said:\u003c/p>\n\u003cblockquote>\u003cp>\"My most profound lesson from learning the strategies and tactics of chess is the cognizance of the consequence of my actions. ... I learned that similar to finding every possible convergent square on the chess board, to think through all available options I have when faced with a problem or decision and to consider what may be the result of my actions.\"\u003c/p>\u003c/blockquote>\n\u003cp>And when I asked Ashley recently what he most wants to teach when instructing students on the game, his answer reiterated what I'd learned: \"The absolute most important skill that you learn when you play chess is how to make good decisions. On every single move you have to analyze a situation, process what your opponent is doing and evaluate the best move from amongst all your options.\"\u003c/p>\n\u003cp>Ashley says he finds great gratification in reconnecting with students.\u003c/p>\n\u003cp>\"I have had students come up to me later as grown adults to tell me about how chess has helped to transform their lives with their ability to think more critically, to process data more rapidly and to make better decisions,\" he says.\u003c/p>\n\u003cp>Taking Ashley back down memory lane, I asked him what he'd accomplished from teaching my class (whose students were mostly education majors).\u003c/p>\n\u003cp>\"The class allowed me to teach the principles behind chess and important critical thinking skills that students develop when they play the game,\" he says. \"It was my goal to infect teachers with a love for the game and the belief that they themselves could teach chess in an actual classroom.\"\u003c/p>\n\u003cp>\u003cstrong>Taking Chess \u003c/strong>\u003cstrong>To \u003c/strong>\u003cstrong>Ferguson\u003c/strong>\u003c/p>\n\u003cp>Most of Ashley's teaching engagements over the years have been through the \u003ca href=\"http://www.chessintheschools.org/\">Chess in the Schools\u003c/a> program in New York City and the \u003ca href=\"http://heaf.org/\">Harlem Educational Activities Fund\u003c/a>. These days, he has also partnered with the \u003ca href=\"http://saintlouischessclub.org/\">Chess Club and Scholastic Center of St. Louis \u003c/a>to bring chess to places like Ferguson, Mo.\u003c/p>\n\u003cp>\"It always warms my heart to be able to teach kids in the five boroughs of New York City, but also to be able to impact young people nationwide,\" he says.\u003c/p>\n\u003cp>Several of Ashley's students have participated in national competitions, and three teams — including the Raging Rooks and the Dark Knights — have won national championships. While he's proud of students who become great chess players, he insists his motivation is not to create grandmasters.\u003c/p>\n\u003cp>\"I've had students who have gone onto Harvard, NYU, Yale, the University of Michigan and many other top universities because they've taken those skills from chess that have allowed them to apply [them] to academics and to life. That's really what's critical for me, that they are learning to be better students, role models and citizens.\"\u003c/p>\n\u003cp>\u003cstrong>From Jamaica \u003c/strong>\u003cstrong>To The \u003c/strong>\u003cstrong>Chess Hall \u003c/strong>\u003cstrong>Of \u003c/strong>\u003cstrong>Fame\u003c/strong>\u003c/p>\n\u003cp>Ashley, 50, was 12 years old when he emigrated from Jamaica to New York City with his mother. He grew up on the tough streets of Brooklyn, and during his teenage years at Brooklyn Technical High School, he honed his chess playing skills in the city's parks and chess clubs.\u003c/p>\n\u003cp>\"Sometimes I didn't feel as though the world could hear my voice or that people really cared,\" he says. \"But I found that with hard work and especially with pursuing your passion, you can grow in ways that you could never have imagined.\"\u003c/p>\n\u003cp>Ashley got his first big title in 1992 when he shared the U.S. Game/10 chess championship with \u003ca href=\"http://www.dlugy.com/\">Maxim Dlugy\u003c/a>. In 1999, he created history by becoming not only the first African-American international grandmaster, but also the first Jamaican-born.\u003c/p>\n\u003cp>He's won several other accolades for various roles in chess, but says his April 13 induction into the U.S. Chess Hall of Fame has been like a \"fairy tale ride.\" He says he never thought that one day his name and face would be mounted on a wall with the greatest chess players of all time. In fact, he doesn't even fancy himself a great chess player.\u003c/p>\n\u003cp>\"A grandmaster, yes, but I am not among the all-time top players,\" he says. \"So I'm humbled because this is recognition of not only some of my accomplishments as a player, but primarily for my accomplishments as a promoter and as an ambassador of the sport.\"\u003c/p>\n\u003cp>He adds, \"It means that everything that I've put into this game that I love, the blood, sweat and tears, the hard work, and the suffering through the lean times have been recognized as meaningful to others.\"\u003c/p>\n\u003cp>\u003cstrong>Inspiring \u003c/strong>\u003cstrong>Others Through Chess Success\u003c/strong>\u003c/p>\n\u003cp>Ashley sees his accomplishments as a way of inspiring others, particularly those who come from similar beginnings. And he's encouraging everyone to follow their dreams, no matter how nontraditional. His focus, however, remains on teaching.\u003c/p>\n\u003cp>\"Everyone should introduce their children to the game of chess,\" he says. \"It's an inexpensive way of teaching your children lifelong skills that they will use for the rest of their lives.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>I can testify to that. Ten years after my chess class with Maurice Ashley, I'm still putting to use the lessons he taught me. These sentiments, in another excerpt from my Thinking Chess essay, rings true today in my role as a journalist:\u003c/p>\n\u003cblockquote>\u003cp>\"The most pertinent strategy from chess that I can immediately apply to my profession is the concept of loyalty that surrounds protecting/securing the king. ... One must utilize the full army of pawns, bishops, knights, rooks and the powerful queen to destroy enemies and safeguard the mighty king. As a journalist, my immediate loyalties are to the company for which I work, my sources, my contemporaries, the ethics of my profession and myself in upholding integrity.\"\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Chess+For+Progress%3A+How+A+Grandmaster+Is+Using+The+Game+To+Teach+Life+Skills&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A few \"short\" years ago, during my sophomore year at \u003ca href=\"https://www.ccny.cuny.edu/\">The City College of New York\u003c/a>, some fellow Caribbean classmates told me that the education department was offering a \"free\" course, called Thinking Chess, for three credits.\u003c/p>\n\u003cp>As an international student from Barbados, paying almost four times more in tuition than locals, the idea of getting \"free\" credits in a system where we had to pay for everything was nothing short of a miracle. I jumped at the idea of taking the class because, after all, who doesn't want to save a few dollars living in a foreign country away from one's family?\u003c/p>\n\u003cp>More than that, I'd always wanted to learn chess. And, as if I weren't psyched enough about free credits, the kicker sold me — the class was going to be taught by an international grandmaster. I may have been a novice at chess, but I sure knew that a grandmaster meant I would be learning from one of the game's best. Details about our instructor-to-be got even more exciting. Not only was he a grandmaster, but he was the first African-American and Jamaican-born grandmaster in chess — a designation that brought me immense pride as a West Indian.\u003c/p>\n\u003cp>His name is Maurice Ashley. It was my first time hearing about him, but I could hardly wait to meet him and learn the game that brought him fame — and of course, earn those free easy credits. Ashley was amiable and smart, a proud alum returning to his alma mater to teach, and this assignment was no game for him; he meant business.\u003c/p>\n\u003cp>In his introduction, he told us that ours was an addition to the many classes he'd been teaching throughout New York City since 1988 to students ages 5 to 18. His lessons, he noted, were not simply to instruct students on how to play chess, but how to apply its tactics and strategies to life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ashley made it clear that our credits would be hard-earned, and in order to pass the class, among other criteria, we had to (1) attempt to checkmate him in a limited number of moves and (2) write a paper on how we plan to apply the tactics and strategies of chess to our respective chosen professions and, ultimately, our lives.\u003c/p>\n\u003cp>All of a sudden, what I thought would be three easy credits seemed as daunting as the chances of my actually becoming a grandmaster.\u003c/p>\n\u003cp>I didn't checkmate Ashley in my practical chess exam, but I got an A in that course and learned life lessons that have served me well beyond the classroom.\u003c/p>\n\u003cp>These nuggets came to mind last week when Ashley made headlines. As the U.S. Chess Championships got underway, he received one of the highest honors bestowed to an American chess grandmaster — induction into the \u003ca href=\"http://www.worldchesshof.org/hall-of-fame/us-chess/maurice-ashley\" target=\"_blank\">U.S. Chess Hall of Fame\u003c/a> in St. Louis.\u003c/p>\n\u003cp>The occasion caused me to reflect on his journey from Jamaica to the world stage and how for almost 30 years he has influenced the lives of countless students — mine included — through teaching chess.\u003c/p>\n\u003cp>\u003cstrong>Thinking Chess With \u003c/strong>\u003cstrong>Maurice Ashley\u003c/strong>\u003c/p>\n\u003cp>I found my old college essay from the chess course I took with Ashley and I reached out to him for an interview. On revisiting my essay, I smiled at how my takeaway from that class was in sync with what he told me this past week.\u003c/p>\n\u003cp>In part, my essay said:\u003c/p>\n\u003cblockquote>\u003cp>\"My most profound lesson from learning the strategies and tactics of chess is the cognizance of the consequence of my actions. ... I learned that similar to finding every possible convergent square on the chess board, to think through all available options I have when faced with a problem or decision and to consider what may be the result of my actions.\"\u003c/p>\u003c/blockquote>\n\u003cp>And when I asked Ashley recently what he most wants to teach when instructing students on the game, his answer reiterated what I'd learned: \"The absolute most important skill that you learn when you play chess is how to make good decisions. On every single move you have to analyze a situation, process what your opponent is doing and evaluate the best move from amongst all your options.\"\u003c/p>\n\u003cp>Ashley says he finds great gratification in reconnecting with students.\u003c/p>\n\u003cp>\"I have had students come up to me later as grown adults to tell me about how chess has helped to transform their lives with their ability to think more critically, to process data more rapidly and to make better decisions,\" he says.\u003c/p>\n\u003cp>Taking Ashley back down memory lane, I asked him what he'd accomplished from teaching my class (whose students were mostly education majors).\u003c/p>\n\u003cp>\"The class allowed me to teach the principles behind chess and important critical thinking skills that students develop when they play the game,\" he says. \"It was my goal to infect teachers with a love for the game and the belief that they themselves could teach chess in an actual classroom.\"\u003c/p>\n\u003cp>\u003cstrong>Taking Chess \u003c/strong>\u003cstrong>To \u003c/strong>\u003cstrong>Ferguson\u003c/strong>\u003c/p>\n\u003cp>Most of Ashley's teaching engagements over the years have been through the \u003ca href=\"http://www.chessintheschools.org/\">Chess in the Schools\u003c/a> program in New York City and the \u003ca href=\"http://heaf.org/\">Harlem Educational Activities Fund\u003c/a>. These days, he has also partnered with the \u003ca href=\"http://saintlouischessclub.org/\">Chess Club and Scholastic Center of St. Louis \u003c/a>to bring chess to places like Ferguson, Mo.\u003c/p>\n\u003cp>\"It always warms my heart to be able to teach kids in the five boroughs of New York City, but also to be able to impact young people nationwide,\" he says.\u003c/p>\n\u003cp>Several of Ashley's students have participated in national competitions, and three teams — including the Raging Rooks and the Dark Knights — have won national championships. While he's proud of students who become great chess players, he insists his motivation is not to create grandmasters.\u003c/p>\n\u003cp>\"I've had students who have gone onto Harvard, NYU, Yale, the University of Michigan and many other top universities because they've taken those skills from chess that have allowed them to apply [them] to academics and to life. That's really what's critical for me, that they are learning to be better students, role models and citizens.\"\u003c/p>\n\u003cp>\u003cstrong>From Jamaica \u003c/strong>\u003cstrong>To The \u003c/strong>\u003cstrong>Chess Hall \u003c/strong>\u003cstrong>Of \u003c/strong>\u003cstrong>Fame\u003c/strong>\u003c/p>\n\u003cp>Ashley, 50, was 12 years old when he emigrated from Jamaica to New York City with his mother. He grew up on the tough streets of Brooklyn, and during his teenage years at Brooklyn Technical High School, he honed his chess playing skills in the city's parks and chess clubs.\u003c/p>\n\u003cp>\"Sometimes I didn't feel as though the world could hear my voice or that people really cared,\" he says. \"But I found that with hard work and especially with pursuing your passion, you can grow in ways that you could never have imagined.\"\u003c/p>\n\u003cp>Ashley got his first big title in 1992 when he shared the U.S. Game/10 chess championship with \u003ca href=\"http://www.dlugy.com/\">Maxim Dlugy\u003c/a>. In 1999, he created history by becoming not only the first African-American international grandmaster, but also the first Jamaican-born.\u003c/p>\n\u003cp>He's won several other accolades for various roles in chess, but says his April 13 induction into the U.S. Chess Hall of Fame has been like a \"fairy tale ride.\" He says he never thought that one day his name and face would be mounted on a wall with the greatest chess players of all time. In fact, he doesn't even fancy himself a great chess player.\u003c/p>\n\u003cp>\"A grandmaster, yes, but I am not among the all-time top players,\" he says. \"So I'm humbled because this is recognition of not only some of my accomplishments as a player, but primarily for my accomplishments as a promoter and as an ambassador of the sport.\"\u003c/p>\n\u003cp>He adds, \"It means that everything that I've put into this game that I love, the blood, sweat and tears, the hard work, and the suffering through the lean times have been recognized as meaningful to others.\"\u003c/p>\n\u003cp>\u003cstrong>Inspiring \u003c/strong>\u003cstrong>Others Through Chess Success\u003c/strong>\u003c/p>\n\u003cp>Ashley sees his accomplishments as a way of inspiring others, particularly those who come from similar beginnings. And he's encouraging everyone to follow their dreams, no matter how nontraditional. His focus, however, remains on teaching.\u003c/p>\n\u003cp>\"Everyone should introduce their children to the game of chess,\" he says. \"It's an inexpensive way of teaching your children lifelong skills that they will use for the rest of their lives.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I can testify to that. Ten years after my chess class with Maurice Ashley, I'm still putting to use the lessons he taught me. These sentiments, in another excerpt from my Thinking Chess essay, rings true today in my role as a journalist:\u003c/p>\n\u003cblockquote>\u003cp>\"The most pertinent strategy from chess that I can immediately apply to my profession is the concept of loyalty that surrounds protecting/securing the king. ... One must utilize the full army of pawns, bishops, knights, rooks and the powerful queen to destroy enemies and safeguard the mighty king. As a journalist, my immediate loyalties are to the company for which I work, my sources, my contemporaries, the ethics of my profession and myself in upholding integrity.\"\u003c/p>\u003c/blockquote>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Chess+For+Progress%3A+How+A+Grandmaster+Is+Using+The+Game+To+Teach+Life+Skills&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skill\u003c/a>\u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">s\u003c/a> by Larry Ferlazzo and Katie Hull-Sypnieski, published by Jossey-Bass. This section is from the chapter, \"Creating the Conditions for English Language Learners to Be Successful in the Common Core Standards.\"\u003c/em>\u003c/p>\n\u003cp>Agency is the ability to be proactive in determining one’s life path and not just react to the surrounding circumstances. Agency also recognizes that outside factors provide some limitations, and that people have some ability to influence and determine one’s response to them. Many of our English language learners face particularly large challenges in these outside factors—socioeconomically and linguistically. In addition, since many came to this country with little voice in the decision to do so, it may be an uphill battle to help them feel as though they do have control over what happens to them in life. Those issues make it even more important for teachers to encourage students to see these challenges not as limits to what they can do but, instead, obstacles that can be overcome.\u003c/p>\n\u003cp>And our success in doing so will have a direct effect on our work in the classroom—multiple studies have found that a student’s sense of agency strongly predicts their success in a language-learning context.\u003c/p>\n\u003cp>Here are some strategies we can use in the classroom to assist our students develop a sense of agency:\u003c/p>\n\u003cp>\u003cstrong>Goal-setting and metacognitive reflection\u003c/strong>: Both of these have been discussed at length earlier in this chapter, and both support the agency qualities of “These are my goals, and I can reach them” and “I know myself and what I need to do.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-44588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Ferlazzo-Common-Core-e1459752641133.jpg\" alt=\"Ferlazzo Common Core\" width=\"250\" height=\"324\">\u003c/p>\n\u003cp>\u003cstrong>Providing encouragement and feedback\u003c/strong>: This is another action that can support student agency. We are not talking about the “You’re so smart! And such a great writer!” kind of encouragement, however. As Carol Dweck has documented in her work on a growth mindset, which we’ll be discussing at length later in this section, it’s important to provide encouragement that supports the idea that “the harder they work, the smarter they get.” That kind of feedback (“This is a great conclusion to your essay—look what happens when you take the time to revise!”) supports looking at problems as obstacles to be overcome instead of having a fixed mindset, which views your present situation as destiny and does not prepare you well for coping when things don’t go your way.\u003c/p>\n\u003cp>\u003cstrong>Self-talk\u003c/strong> is a strategy students can use to encourage themselves. It’s been called a form of \"internal remodeling” and is a way to affect how you see yourself. Research shows that when using this tool, it’s better to use the pronoun \"you” and/or say your name in the third person (“John, you can do this”) instead of the \"I” pronoun, because we have more of a tendency to use “You” for positive messages (“You can do this”) and “I” for negative ones (“Boy, there is no way I can solve this problem”). With ELLs, we find that it is easier just to have them say their names—depending on their language level, explaining that “you” is them talking to themselves can get confusing. A short video of basketball superstar Stephen Curry winning a free-throw shooting contest and telling himself “\u003ca href=\"http://bit.ly/navccss3\">Control your destiny!\u003c/a>” could be a good one to show for demonstrating this point. Teachers, however, should ultimately use their best judgment about their classes—sometimes it might just be easier to have students, especially ELLs, say “I” in their positive self-talk and not worry about “you” or their name in the third person. The Growth Mindset lesson later in this section also includes suggestions for self-talk.\u003c/p>\n\u003cp>\u003cstrong>Contributing to others\u003c/strong> helps students “gain self-confidence and come to see themselves as capable.”\u003c/p>\n\u003cp>Here are two examples:\u003c/p>\n\u003cp>Working as a tutor: An ELL could help a family member at home (we included a form in our last book that we have students use to document their reading to a younger sibling or cousin) or an Intermediate ELL could assist a Beginner. In our combined Beginner and Intermediate class, we periodically prepare Intermediate students to teach a lesson to a Beginner, or just have a Beginner read aloud a simple book to or with them (followed by their writing about why they liked or didn’t like it). Research shows that this kind of interaction benefits both the tutor and the person doing the tutoring.\u003c/p>\n\u003cp>Doing a class community project. Larry wrote in one of his previous books, \u003cem>English Language Learners: Teaching Strategies That Work\u003c/em>, about a lesson in critical pedagogy that led to students in his class organizing a job fair at the school for students and their families with different job-training providers. Another year, when there was public concern about the disease known as SARS, his students developed flyers in English and their home language that provided clear and accurate information about it and distributed them to neighbors.\u003c/p>\n\u003cfigure id=\"attachment_39777\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-39777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png\" alt=\"Larry Ferlazzo\" width=\"250\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png 371w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot-320x447.png 320w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Students teaching others\u003c/strong> develops agency in similar ways to tutoring. Not only does it enhance agency but, as researchers found, “simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers, who simply expected a test.” Using the Jigsaw method, where students are provided different sections from the same text or different elements of a broader topic and then have to present to the entire class, is a particularly good strategy for ELLs because it creates an easy way teachers can differentiate (for example, an easier portion of the text can go to a student with lower-level English skills).\u003c/p>\n\u003cp>\u003cstrong>Providing students choice\u003c/strong> whenever possible increases agency, engagement and motivation. These could be “procedural” choices like where to sit or with whom students want to work in small groups. “Cognitive” choices are another option, which might be choosing which topics to explore in a project-based learning assignment or developing their own ideas for homework assignments. Both are good strategies, though researchers have found the latter to be more effective in promoting longer-lasting student autonomy and agency.\u003c/p>\n\u003cp>\u003cstrong>Enhanced discovery learning\u003c/strong>, such as the inductive method mentioned earlier and used often later in this book, promotes agency by having students construct more of their own understanding instead of giving it to them. A meta-analysis favorably reviewed by Robert Marzano found that a guided and scaffolded discovery process—which may very well include \u003cem>some\u003c/em> direct instruction—is superior to lessons primarily relying on either direct instruction or “unassisted discovery” (in other words, lessons with little or no teacher guidance). This kind of constructivist instructional strategy has been repeatedly found effective for non-ELL and ELL students alike.\u003c/p>\n\u003cfigure id=\"attachment_44586\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-44586 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Katie-2-e1459752124749.jpeg\" alt=\"Katie 2\" width=\"250\" height=\"309\">\u003cfigcaption class=\"wp-caption-text\">Katie Hull-Sypnieski\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Teaching students about their brains\u003c/strong> and how learning a second language helps it grow can reinforce agency. Helping students see that the effort of their learning results in actual growth of their brain is another way for students to see that they do have control of their lives. This strategy builds on the work of Carol Dweck and is described extensively in Larry’s book, \u003cem>Helping Students Motivate Themselves\u003c/em>. We typically teach this lesson at the beginning of the year, and periodically reinforce its points in the subsequent months. Students still talk about it when the school year ends.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://josseybasseducation.com/our-authors/katie-hull-sypnieski/\">Katie Hull-Sypnieski\u003c/a> has been teaching English and ELL/ESL in the Sacramento City Unified School District for the last 15 years. \u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> is an award-winning teacher at Luther Burbank High School in Sacramento, California. He writes a popular education blog and a teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. You can follow him on Twitter at @Larryferlazzo. \u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">Navigating the Common Core with English Language Learners: Developing Higher-Order Thinking Skill\u003c/a>\u003ca href=\"http://www.amazon.com/Navigating-Common-English-Language-Learners/dp/1119023009/ref=asap_bc?ie=UTF8\">s\u003c/a> by Larry Ferlazzo and Katie Hull-Sypnieski, published by Jossey-Bass. This section is from the chapter, \"Creating the Conditions for English Language Learners to Be Successful in the Common Core Standards.\"\u003c/em>\u003c/p>\n\u003cp>Agency is the ability to be proactive in determining one’s life path and not just react to the surrounding circumstances. Agency also recognizes that outside factors provide some limitations, and that people have some ability to influence and determine one’s response to them. Many of our English language learners face particularly large challenges in these outside factors—socioeconomically and linguistically. In addition, since many came to this country with little voice in the decision to do so, it may be an uphill battle to help them feel as though they do have control over what happens to them in life. Those issues make it even more important for teachers to encourage students to see these challenges not as limits to what they can do but, instead, obstacles that can be overcome.\u003c/p>\n\u003cp>And our success in doing so will have a direct effect on our work in the classroom—multiple studies have found that a student’s sense of agency strongly predicts their success in a language-learning context.\u003c/p>\n\u003cp>Here are some strategies we can use in the classroom to assist our students develop a sense of agency:\u003c/p>\n\u003cp>\u003cstrong>Goal-setting and metacognitive reflection\u003c/strong>: Both of these have been discussed at length earlier in this chapter, and both support the agency qualities of “These are my goals, and I can reach them” and “I know myself and what I need to do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-44588\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Ferlazzo-Common-Core-e1459752641133.jpg\" alt=\"Ferlazzo Common Core\" width=\"250\" height=\"324\">\u003c/p>\n\u003cp>\u003cstrong>Providing encouragement and feedback\u003c/strong>: This is another action that can support student agency. We are not talking about the “You’re so smart! And such a great writer!” kind of encouragement, however. As Carol Dweck has documented in her work on a growth mindset, which we’ll be discussing at length later in this section, it’s important to provide encouragement that supports the idea that “the harder they work, the smarter they get.” That kind of feedback (“This is a great conclusion to your essay—look what happens when you take the time to revise!”) supports looking at problems as obstacles to be overcome instead of having a fixed mindset, which views your present situation as destiny and does not prepare you well for coping when things don’t go your way.\u003c/p>\n\u003cp>\u003cstrong>Self-talk\u003c/strong> is a strategy students can use to encourage themselves. It’s been called a form of \"internal remodeling” and is a way to affect how you see yourself. Research shows that when using this tool, it’s better to use the pronoun \"you” and/or say your name in the third person (“John, you can do this”) instead of the \"I” pronoun, because we have more of a tendency to use “You” for positive messages (“You can do this”) and “I” for negative ones (“Boy, there is no way I can solve this problem”). With ELLs, we find that it is easier just to have them say their names—depending on their language level, explaining that “you” is them talking to themselves can get confusing. A short video of basketball superstar Stephen Curry winning a free-throw shooting contest and telling himself “\u003ca href=\"http://bit.ly/navccss3\">Control your destiny!\u003c/a>” could be a good one to show for demonstrating this point. Teachers, however, should ultimately use their best judgment about their classes—sometimes it might just be easier to have students, especially ELLs, say “I” in their positive self-talk and not worry about “you” or their name in the third person. The Growth Mindset lesson later in this section also includes suggestions for self-talk.\u003c/p>\n\u003cp>\u003cstrong>Contributing to others\u003c/strong> helps students “gain self-confidence and come to see themselves as capable.”\u003c/p>\n\u003cp>Here are two examples:\u003c/p>\n\u003cp>Working as a tutor: An ELL could help a family member at home (we included a form in our last book that we have students use to document their reading to a younger sibling or cousin) or an Intermediate ELL could assist a Beginner. In our combined Beginner and Intermediate class, we periodically prepare Intermediate students to teach a lesson to a Beginner, or just have a Beginner read aloud a simple book to or with them (followed by their writing about why they liked or didn’t like it). Research shows that this kind of interaction benefits both the tutor and the person doing the tutoring.\u003c/p>\n\u003cp>Doing a class community project. Larry wrote in one of his previous books, \u003cem>English Language Learners: Teaching Strategies That Work\u003c/em>, about a lesson in critical pedagogy that led to students in his class organizing a job fair at the school for students and their families with different job-training providers. Another year, when there was public concern about the disease known as SARS, his students developed flyers in English and their home language that provided clear and accurate information about it and distributed them to neighbors.\u003c/p>\n\u003cfigure id=\"attachment_39777\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-39777\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png\" alt=\"Larry Ferlazzo\" width=\"250\" height=\"349\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot.png 371w, https://ww2.kqed.org/app/uploads/sites/23/2015/03/Larry-Ferlazzo-headshot-320x447.png 320w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Larry Ferlazzo\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Students teaching others\u003c/strong> develops agency in similar ways to tutoring. Not only does it enhance agency but, as researchers found, “simply telling learners that they would later teach another student changes their mindset enough so that they engage in more effective approaches to learning than did their peers, who simply expected a test.” Using the Jigsaw method, where students are provided different sections from the same text or different elements of a broader topic and then have to present to the entire class, is a particularly good strategy for ELLs because it creates an easy way teachers can differentiate (for example, an easier portion of the text can go to a student with lower-level English skills).\u003c/p>\n\u003cp>\u003cstrong>Providing students choice\u003c/strong> whenever possible increases agency, engagement and motivation. These could be “procedural” choices like where to sit or with whom students want to work in small groups. “Cognitive” choices are another option, which might be choosing which topics to explore in a project-based learning assignment or developing their own ideas for homework assignments. Both are good strategies, though researchers have found the latter to be more effective in promoting longer-lasting student autonomy and agency.\u003c/p>\n\u003cp>\u003cstrong>Enhanced discovery learning\u003c/strong>, such as the inductive method mentioned earlier and used often later in this book, promotes agency by having students construct more of their own understanding instead of giving it to them. A meta-analysis favorably reviewed by Robert Marzano found that a guided and scaffolded discovery process—which may very well include \u003cem>some\u003c/em> direct instruction—is superior to lessons primarily relying on either direct instruction or “unassisted discovery” (in other words, lessons with little or no teacher guidance). This kind of constructivist instructional strategy has been repeatedly found effective for non-ELL and ELL students alike.\u003c/p>\n\u003cfigure id=\"attachment_44586\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-44586 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/Katie-2-e1459752124749.jpeg\" alt=\"Katie 2\" width=\"250\" height=\"309\">\u003cfigcaption class=\"wp-caption-text\">Katie Hull-Sypnieski\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Teaching students about their brains\u003c/strong> and how learning a second language helps it grow can reinforce agency. Helping students see that the effort of their learning results in actual growth of their brain is another way for students to see that they do have control of their lives. This strategy builds on the work of Carol Dweck and is described extensively in Larry’s book, \u003cem>Helping Students Motivate Themselves\u003c/em>. We typically teach this lesson at the beginning of the year, and periodically reinforce its points in the subsequent months. Students still talk about it when the school year ends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://josseybasseducation.com/our-authors/katie-hull-sypnieski/\">Katie Hull-Sypnieski\u003c/a> has been teaching English and ELL/ESL in the Sacramento City Unified School District for the last 15 years. \u003ca href=\"http://larryferlazzo.edublogs.org/\">Larry Ferlazzo\u003c/a> is an award-winning teacher at Luther Burbank High School in Sacramento, California. He writes a popular education blog and a teacher advice column for \u003ca href=\"http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/\">Education Week Teacher\u003c/a>. You can follow him on Twitter at @Larryferlazzo. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Harnessing the Positive Side of Stress Can Change Student Mindsets",
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"content": "\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Carol Dweck's work on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset \u003c/a>and its power to help people view challenges as opportunities to improve has helped many students understand their beliefs about themselves. When empowered with the understanding that intelligence is malleable, students can develop how they approach school and life. But the revelations around mindsets don't end there -- they apply to other areas of education, including how \u003ca href=\"http://wendyberrymendes.com/cms/uploads/CDPS_reappraisal.pdf\" target=\"_blank\">students view and react to stress\u003c/a>.\u003c/p>\n\u003cp>There is a lot of research about how stress negatively impacts health, cognitive functioning and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/11/research-based-strategies-to-help-children-develop-self-control/\" target=\"_blank\">self-control\u003c/a>, but less often discussed are how those findings change when people \u003ca href=\"https://mbl.stanford.edu/sites/default/files/crum_rethinkingstress_jpsp_2013_0.pdf\" target=\"_blank\">see their stress as a positive motivator\u003c/a>. “In a number of situations, accepting and embracing the stress instead of trying to calm down helped students to do better,” said Kelly McGonigal, a health psychologist and lecturer at Stanford University at a \u003ca href=\"http://www.learningandthebrain.com/Event-328/Shaping-Student-Mindsets/Program\" target=\"_blank\">Learning and the Brain conference\u003c/a> on mindsets.\u003c/p>\n\u003caside class=\"pullquote alignright\">'If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth.'\u003ccite>Kelly McGonigal, Stanford lecturer, author\u003c/cite>\u003c/aside>\n\u003cp>McGonigal defines stress as “what arises in your body, in your brain and in your community when something you care about is at stake.” She acknowledges that stress can make some people feel paralyzed and might lead them to underperform. She calls that reaction a “threat response” to stress, but says if educators can help students to have a “challenge response” to stress, which includes the realization that they have the resources to handle the situation, the stress can actually energize students to do better.\u003c/p>\n\u003cp>This more positive approach doesn’t negate the very real effects on the brain from constant high levels of stress. McGonigal is clear that the first priority in any situation is to relieve suffering. She says it’s useful to help students learn tactics to calm down in the moment, like\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/17/low-income-schools-see-big-benefits-in-teaching-mindfulness/\" target=\"_blank\"> mindfulness\u003c/a> or other cortisol-reduction exercises, but those strategies aren’t enough on their own. Life is stressful in big and small ways; rather than trying to erase stress from life, it may be beneficial to approach inevitable stress more positively.\u003c/p>\n\u003cp>“There is almost no relationship between the amount of stress you are under and your stress mindset,” said McGonigal. Learning tactics to change one’s outlook on stress can be beneficial for anyone. “How you think about stress seems to influence how you cope with stress,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When people try to avoid stress or stressful situations, they often behave in escapist ways. They look for distractions or use coping mechanisms like drinking to deal with the stress they feel. Conversely, people who have a more balanced or welcoming approach to stress tend to be more proactive. When they start to feel stressed out, they are more likely to address the source of the stress, ask for help, talk about their stress or even find the humor in it.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/RcGyVTAoXEU\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>When students learn to think about stress in this more positive way, they can actually use it to improve learning, to find purpose and to form stronger emotional connections to others, McGonigal said. In her popular TED talk, McGonigal describes how the stress hormone oxytocin primes people to take action and makes them crave closeness. Even as the body is releasing adrenaline and cortisol that produce anxious feelings, it is also releasing oxytocin, which can help people build resiliency against that anxiety.\u003c/p>\n\u003cp>McGonigal views the dual nature of the body’s stress response as an opportunity. She suggests three interventions to help students (or anyone) change their approach to stress and create resiliency in the face of anxiety.\u003c/p>\n\u003cp>\u003cstrong>#1 Caring for others builds resiliency against stress\u003c/strong>\u003c/p>\n\u003cp>To help people reset their mindsets about stress, encourage them to care for others. The biological reaction to stress naturally includes a desire to connect with others. Nurturing that inclination can dramatically reduce the harmful negative effects of stress.\u003c/p>\n\u003cp>A \u003ca href=\"http://www.psychologicalscience.org/index.php/news/releases/helping-others-dampens-the-effects-of-everyday-stress.html\" target=\"_blank\">study\u003c/a> done at Yale in 2015 asked 77 adults to report every stressful event that happened to them each day, including work, school, interpersonal or financial stresses. They also kept track of all the times they helped someone throughout the day. Finally, every day the subjects took a mental health well-being test because researchers wanted to see how caring behavior affected well-being. They found that on stressful days when the person had engaged in few acts of kindness, mental health tanked. But when the person experienced a lot of stress, but also helped others, often their well-being stayed even.\u003c/p>\n\u003cp>\u003ca href=\"http://sites.northwestern.edu/foundationsofhealth/files/2013/05/13-JAMA-Pediatrics-volunteering-CV-risk.pdf\" target=\"_blank\">Another study\u003c/a> done at the University of British Columbia and Northwestern with 106 10th-graders found that kids who were randomly assigned to offer acts of kindness throughout the day had lower levels of toxic stress. They had less inflammation, lower cholesterol, and better heart and metabolic health. In their summary of results, the authors write, “Preliminary analyses within the intervention group suggest that those who increased the most in empathy and altruistic behaviors, and who decreased the most in negative mood, also showed the greatest decreases in cardiovascular risk over time.”\u003c/p>\n\u003cp>Even something as simple as a visual reminder, like a wristband, to be \u003ca href=\"http://compassionit.com/programs/\" target=\"_blank\">compassionate toward others\u003c/a> can have surprising results. It reminds kids that their teachers and parents value caring as much as academics, and gives them a sanctioned reason to point out compassionate behavior in others, as well as practicing it themselves.\u003c/p>\n\u003cp>\u003cstrong>#2 Purpose in life reduces stress\u003c/strong>\u003c/p>\n\u003cp>At the University of Illinois \u003ca href=\"https://www.researchgate.net/publication/225439629_Purpose_Mood_and_Pleasure_in_Predicting_Satisfaction_Judgments\" target=\"_blank\">researchers studied\u003c/a> how purpose in life related to happiness and mood in 222 college students. They found that students with low life-purpose were satisfied with their lives when they were happy, but very unsatisfied when their mood was low. In contrast, students with high life-purpose were satisfied with their lives whether or not they were having a bad day. Their purpose created resiliency.\u003c/p>\n\u003cp>“People who have a meaningful life worry more and have more stress than people with a less meaningful life,” McGonigal said. But that isn’t necessarily bad. People feel stress around things they care about, so when they have a high sense of purpose they naturally experience more stress. “Stress and meaning go together,” she said. She’s convinced that how we think about stress in relationship to meaning will determine whether we’re on the stress-induced heart attack side of stress or the energized, motivated side of stress.\u003c/p>\n\u003cp>To increase students’ sense of purpose, McGonigal suggests teachers simply ask students to reflect on a series of questions that help illuminate their values.\u003c/p>\n\u003cul>\n\u003cli>What quality or strength do you value about yourself? (This is different than what a teacher or adult would value about you.)\u003c/li>\n\u003cli>What activity, role or relationship brings you meaning, satisfaction or joy? McGonigal says students often point out things like sports, art or being a sibling. The point is to get at something bigger than self.\u003c/li>\n\u003cli>What mission, purpose or community do you serve? This question expands the sense of self and gets at what a student cares about.\u003c/li>\n\u003cli>Why are these important to you?\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"http://itp.wceruw.org/documents/Cohenannurev-psych-psychologyofchange_final_E2.pdf\" target=\"_blank\">Studies on simple self-affirmation exercises\u003c/a> like this one can have dramatic impacts on how students view their ability to handle difficult situations. “It has been shown to increase students’ ability to see the meaning when they face stress or adversity and have a sense of themselves as adequate to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003cstrong>#3 Focus on how stress can help students grow\u003c/strong>\u003c/p>\n\u003cp>Here’s where growth mindset comes back into the story, because thinking of challenges -- no matter the context -- as learning opportunities can reframe even the toughest experiences.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Typically, human beings learn and grow from even the experiences we'd want to protect them from.'\u003c/aside>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/25346382\" target=\"_blank\">Researchers at the University of Southern California asked \u003c/a>564 alternative high school students about the worst experience of their lives. Many teenagers have already experienced really terrible things, including sexual abuse, cancer and homelessness. “Kids in the study had experienced real adversity, in additional to typical teenage adversity,” McGonigal said. The students were then asked how that experience affected their personal strength, compassion, activities, closeness to others, spiritual understanding, handling difficulties, direction in life and appreciation for life. On every measure students reported a positive change because of the terrible experience.\u003c/p>\n\u003cp>“Typically, human beings learn and grow from even the experiences we’d want to protect them from,” McGonigal said. Carol Dweck’s work has shown how important this growth can be in the academic world, but it can be \u003ca href=\"http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0136427\" target=\"_blank\">true about stressful life events, too\u003c/a>.\u003c/p>\n\u003cp>A \u003ca href=\"http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1297&context=faculty_publications\" target=\"_blank\">study at Hope College\u003c/a> asked students to think about an experience that was personally painful, bothersome or embarrassing. An experimental group was told doing this was an opportunity to learn, grow and become stronger. “This was not hard for people to do, no matter what the experience was,” McGonigal said. “And when they did it, they shifted into a different stress state, one that looked more like resilience.”\u003c/p>\n\u003cp>The group that thought about that painful experience without the intervention, however, exhibited signs of toxic stress. All these studies demonstrate that how students think about and perceive their experiences are very important to how their bodies react to the resulting stress.\u003c/p>\n\u003cp>“If you are able to look back on your life and tell yourself a story about your stress that includes how you learned from it, it continues to create a narrative of strength, learning and growth,” McGonigal said.\u003c/p>\n\u003cp>An easy intervention to help students build a growth mindset about stressful situations is to break into small groups and share stories of facing challenges and persevering through them. The stories don’t have to be academic, but it should be a time when the student got better at that skill or learned something. Then students can write about the strengths they drew on, reflect on who or what supported them, and think about what they learned and how they grew. This is particularly powerful when adults share, too.\u003c/p>\n\u003cp>Sharing with a group can help students see that struggle is common to everyone. It can also help highlight different strategies people used in those moments of adversity and how productive challenges can be.\u003c/p>\n\u003cp>“The most effective mindset interventions start with a new idea, some science, and then you have people talk about it,” McGonigal said. When students can relate the idea to their own experiences, it becomes much more powerful.\u003c/p>\n\u003cp>“When we are anxious, stop interpreting it as a sign we are inadequate and start seeing it as a way we can rise to the challenge,” McGonigal said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To her, the best of these three interventions is that they can help convert mindsets about stress, even when a person isn’t conscious of it. Like mindfulness training, these strategies can shift the narrative and subtly color experiences of stress going forward.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>by Eduardo Briceño\u003c/p>\n\u003cp>\u003cem>This article was first published in the \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>Mindset Works newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>We can deepen our own and our students' understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.\u003c/p>\n\u003cp>Here are two quotes about mistakes that I like and use, but that can also lead to confusion if we don't further clarify what we mean:\u003c/p>\n\u003cp>\u003cem>\"A life spent making mistakes is not only most honorable but more useful than a life spent doing nothing\" - George Bernard Shaw\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\"It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose which it truly has.\" - Maria Montessori\u003c/em>\u003c/p>\n\u003cp>These constructive quotes communicate that mistakes are desirable, which is a positive message and part of what we want students to learn. An appreciation of mistakes helps us overcome our fear of making them, enabling us to take risks. But we also want students to understand what kinds of mistakes are most useful and how to most learn from them.\u003c/p>\n\u003cp>\u003cstrong>Types of mistakes\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The stretch mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Stretch mistakes happen when we're working to expand our current abilities. We're not trying to make these mistakes in that we're not trying to do something incorrectly, but instead, we're trying to do something that is beyond what we already can do without help, so we're bound to make some errors.\u003c/p>\n\u003cp>Stretch mistakes are positive. If we never made stretch mistakes, it would mean that we never truly challenged ourselves to learn new knowledge or skills.\u003c/p>\n\u003cp>Sometimes when we're stuck making and repeating the same stretch mistake, the issue may be that we're mindlessly going through the motions, rather than truly focusing on improving our abilities. Other times the root cause may be that our approach to learning is ineffective and we should try a different strategy to learn that new skill. Or it may be that what we're trying is too far beyond what we already know, and we're not yet ready to master that level of challenge. It is not a problem to test our boundaries and rate of growth, exploring how far and quickly we can progress. But if we feel stuck, one thing we can do is adjust the task, decreasing the level of challenge but still keeping it beyond what we already know. Our zone of proximal development (ZPD) is the zone slightly beyond what we already can do without help, which is a fruitful level of challenge for learning.\u003c/p>\n\u003cp>We want to make stretch mistakes! We want to do so not by trying to do things incorrectly, but by trying to do things that are challenging. When we make stretch mistakes we want to reflect, identify what we can learn, and then adjust our approach to practice, until we master the new level of ability. Then we want to identify a new area of challenge and continue stretching ourselves.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The aha-moment mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Another positive type of mistake, but one that is harder to strive or plan for, is the aha-moment mistake. This happens when we achieve what we intend to do, but then realize that it was a mistake to do so because of some knowledge we lacked which is now becoming apparent. There are lots of examples of this, such as:\u003c/p>\n\u003cul>\n\u003cli>When we lack the content knowledge: e.g. not finding water, we try to extinguish a fire with alcohol, which we didn't realize is flammable.\u003c/li>\n\u003cli>When we find there is more nuance than we realized: e.g. in our painting, we color a sun near the horizon as yellow, and later notice that the sun does not always look yellow.\u003c/li>\n\u003cli>When we make incorrect assumptions: e.g. we try to help someone else, thinking that help is always welcome, but we find out that the person did not want help at that moment.\u003c/li>\n\u003cli>When we make systematic mistakes: e.g. a fellow educator observes us doing a lesson and later points out, with compelling back-up data, that we tend to call on Caucasian girls much more often than we do other students.\u003c/li>\n\u003cli>When we misremember: e.g. we call a friend for their birthday on the right date, but the wrong month.\u003c/li>\n\u003c/ul>\n\u003cp>We can gain more aha moments from mistakes by being reflective. We can ask ourselves What was unexpected? Why did that result occur? What went well and what didn't? Is there anything I could try differently next time? We can also ask people around us for information we may not be aware of, or for ideas for improvement.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Four.jpg\" alt=\"Four\" width=\"1920\" height=\"1179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1440x884.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-960x590.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The sloppy mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sloppy mistakes happen when we're doing something we already know how to do, but we do it incorrectly because we lose concentration. We all make sloppy mistakes occasionally because we're human. However, when we make too many of these mistakes, especially on a task that we intend to focus on at the time, it signals an opportunity to enhance our focus, processes, environment, or habits.\u003c/p>\n\u003cp>Sometimes sloppy mistakes can be turned into aha moments. If we make a mistake because we're not focused on the task at hand, or we're too tired, or something distracted us, upon reflection we can gain aha-moments on how to improve, such as realizing we're better at certain tasks after a good night's sleep, or that if we silence our gadgets or close our doors we can focus better.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The high-stakes mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sometimes we don't want to make a mistake because it would be catastrophic. For example, in potentially dangerous situations we want to be safe. A big mistake from the person in charge of security in a nuclear power plant could lead to a nuclear disaster. We don't want a school bus driver to take a risk going too fast making a turn, or a student in that bus to blindfold the bus driver. In those cases, we want to put processes in place to minimize high-stakes mistakes. We also want to be clear with students about why we don't want the risk-taking behavior and experimentation in these situations, and how they're different from learning-oriented tasks.\u003c/p>\n\u003cp>Aside from life-threatening situations, we can sometimes consider performance situations to be high-stakes. For example, if going to a prestigious college is important to someone, taking the SAT could be a high-stakes event because the performance in that assessment has important ramifications. Or if a sports team has trained for years, working very hard to maximize growth, a championship final can be considered a high-stakes event. It is okay to see these events as performance events rather than as learning events, and to seek to minimize mistakes and maximize performance in these events. We're putting our best foot forward, trying to perform as best as we can. How we do in these events gives us information about how effective we have become through our hard work and effort. Of course, it is also ok to embed learning activities in high-stakes events that don't involve safety concerns. We can try something that is beyond what we already know and see how it works, as long as we realize that it may impact our performance (positively or negatively). And of course, we can always learn from these performance events by afterwards reflecting and discussing how things went, what we could do differently next time, and how we could adjust our practice.\u003c/p>\n\u003cp>In a high-stakes event, if we don't achieve our goal of a high test score or winning the championship, let's reflect on the progress we've made through time, on the approaches that have and haven't helped us grow, and on what we can do to grow more effectively. Then let's go back to spending most of our time practicing, challenging ourselves, and seeking stretch mistakes and learning from those mistakes. On the other hand, if we achieve our target score or win a championship, that's great. Let's celebrate the achievement and how much progress we've made. Then let's ask ourselves the same questions. Let's go back to spending most of our time practicing, challenging ourselves, and growing our abilities.\u003c/p>\n\u003cp>We're all fortunate to be able to enjoy growth and learning throughout life, no matter what our current level of ability is. Nobody can ever take that source of fulfillment away from us.\u003c/p>\n\u003cp>\u003cstrong>Let's be clear\u003c/strong>\u003c/p>\n\u003cp>Mistakes are not all created equal, and they are not always desirable. In addition, learning from mistakes is not all automatic. In order to learn from them the most we need to reflect on our errors and extract lessons from them.\u003c/p>\n\u003cp>If we're more precise in our own understanding of mistakes and in our communication with students, it will increase their understanding, buy-in, and efficacy as learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Eduardo Briceño is the Co-Founder & CEO of \u003c/em>\u003ca href=\"http://www.mindsetworks.com/\">\u003cem>Mindset Works\u003c/em>\u003c/a>\u003cem>, which he created with Carol Dweck, Lisa Blackwell and others to help people develop as motivated and effective learners. Carol Dweck is still on the board of directors, but has no financial interest in or income from Mindset Works. The ideas expressed in this article, which \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>was first published\u003c/em>\u003c/a>\u003cem> in the Mindset Works newsletter, are entirely Eduardo Briceño’s.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>by Eduardo Briceño\u003c/p>\n\u003cp>\u003cem>This article was first published in the \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>Mindset Works newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>We can deepen our own and our students' understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it.\u003c/p>\n\u003cp>Here are two quotes about mistakes that I like and use, but that can also lead to confusion if we don't further clarify what we mean:\u003c/p>\n\u003cp>\u003cem>\"A life spent making mistakes is not only most honorable but more useful than a life spent doing nothing\" - George Bernard Shaw\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\"It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose which it truly has.\" - Maria Montessori\u003c/em>\u003c/p>\n\u003cp>These constructive quotes communicate that mistakes are desirable, which is a positive message and part of what we want students to learn. An appreciation of mistakes helps us overcome our fear of making them, enabling us to take risks. But we also want students to understand what kinds of mistakes are most useful and how to most learn from them.\u003c/p>\n\u003cp>\u003cstrong>Types of mistakes\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The stretch mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Stretch mistakes happen when we're working to expand our current abilities. We're not trying to make these mistakes in that we're not trying to do something incorrectly, but instead, we're trying to do something that is beyond what we already can do without help, so we're bound to make some errors.\u003c/p>\n\u003cp>Stretch mistakes are positive. If we never made stretch mistakes, it would mean that we never truly challenged ourselves to learn new knowledge or skills.\u003c/p>\n\u003cp>Sometimes when we're stuck making and repeating the same stretch mistake, the issue may be that we're mindlessly going through the motions, rather than truly focusing on improving our abilities. Other times the root cause may be that our approach to learning is ineffective and we should try a different strategy to learn that new skill. Or it may be that what we're trying is too far beyond what we already know, and we're not yet ready to master that level of challenge. It is not a problem to test our boundaries and rate of growth, exploring how far and quickly we can progress. But if we feel stuck, one thing we can do is adjust the task, decreasing the level of challenge but still keeping it beyond what we already know. Our zone of proximal development (ZPD) is the zone slightly beyond what we already can do without help, which is a fruitful level of challenge for learning.\u003c/p>\n\u003cp>We want to make stretch mistakes! We want to do so not by trying to do things incorrectly, but by trying to do things that are challenging. When we make stretch mistakes we want to reflect, identify what we can learn, and then adjust our approach to practice, until we master the new level of ability. Then we want to identify a new area of challenge and continue stretching ourselves.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The aha-moment mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Another positive type of mistake, but one that is harder to strive or plan for, is the aha-moment mistake. This happens when we achieve what we intend to do, but then realize that it was a mistake to do so because of some knowledge we lacked which is now becoming apparent. There are lots of examples of this, such as:\u003c/p>\n\u003cul>\n\u003cli>When we lack the content knowledge: e.g. not finding water, we try to extinguish a fire with alcohol, which we didn't realize is flammable.\u003c/li>\n\u003cli>When we find there is more nuance than we realized: e.g. in our painting, we color a sun near the horizon as yellow, and later notice that the sun does not always look yellow.\u003c/li>\n\u003cli>When we make incorrect assumptions: e.g. we try to help someone else, thinking that help is always welcome, but we find out that the person did not want help at that moment.\u003c/li>\n\u003cli>When we make systematic mistakes: e.g. a fellow educator observes us doing a lesson and later points out, with compelling back-up data, that we tend to call on Caucasian girls much more often than we do other students.\u003c/li>\n\u003cli>When we misremember: e.g. we call a friend for their birthday on the right date, but the wrong month.\u003c/li>\n\u003c/ul>\n\u003cp>We can gain more aha moments from mistakes by being reflective. We can ask ourselves What was unexpected? Why did that result occur? What went well and what didn't? Is there anything I could try differently next time? We can also ask people around us for information we may not be aware of, or for ideas for improvement.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/Four.jpg\" alt=\"Four\" width=\"1920\" height=\"1179\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-400x246.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-800x491.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1440x884.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-1180x725.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Four-960x590.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The sloppy mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sloppy mistakes happen when we're doing something we already know how to do, but we do it incorrectly because we lose concentration. We all make sloppy mistakes occasionally because we're human. However, when we make too many of these mistakes, especially on a task that we intend to focus on at the time, it signals an opportunity to enhance our focus, processes, environment, or habits.\u003c/p>\n\u003cp>Sometimes sloppy mistakes can be turned into aha moments. If we make a mistake because we're not focused on the task at hand, or we're too tired, or something distracted us, upon reflection we can gain aha-moments on how to improve, such as realizing we're better at certain tasks after a good night's sleep, or that if we silence our gadgets or close our doors we can focus better.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>The high-stakes mistakes\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Sometimes we don't want to make a mistake because it would be catastrophic. For example, in potentially dangerous situations we want to be safe. A big mistake from the person in charge of security in a nuclear power plant could lead to a nuclear disaster. We don't want a school bus driver to take a risk going too fast making a turn, or a student in that bus to blindfold the bus driver. In those cases, we want to put processes in place to minimize high-stakes mistakes. We also want to be clear with students about why we don't want the risk-taking behavior and experimentation in these situations, and how they're different from learning-oriented tasks.\u003c/p>\n\u003cp>Aside from life-threatening situations, we can sometimes consider performance situations to be high-stakes. For example, if going to a prestigious college is important to someone, taking the SAT could be a high-stakes event because the performance in that assessment has important ramifications. Or if a sports team has trained for years, working very hard to maximize growth, a championship final can be considered a high-stakes event. It is okay to see these events as performance events rather than as learning events, and to seek to minimize mistakes and maximize performance in these events. We're putting our best foot forward, trying to perform as best as we can. How we do in these events gives us information about how effective we have become through our hard work and effort. Of course, it is also ok to embed learning activities in high-stakes events that don't involve safety concerns. We can try something that is beyond what we already know and see how it works, as long as we realize that it may impact our performance (positively or negatively). And of course, we can always learn from these performance events by afterwards reflecting and discussing how things went, what we could do differently next time, and how we could adjust our practice.\u003c/p>\n\u003cp>In a high-stakes event, if we don't achieve our goal of a high test score or winning the championship, let's reflect on the progress we've made through time, on the approaches that have and haven't helped us grow, and on what we can do to grow more effectively. Then let's go back to spending most of our time practicing, challenging ourselves, and seeking stretch mistakes and learning from those mistakes. On the other hand, if we achieve our target score or win a championship, that's great. Let's celebrate the achievement and how much progress we've made. Then let's ask ourselves the same questions. Let's go back to spending most of our time practicing, challenging ourselves, and growing our abilities.\u003c/p>\n\u003cp>We're all fortunate to be able to enjoy growth and learning throughout life, no matter what our current level of ability is. Nobody can ever take that source of fulfillment away from us.\u003c/p>\n\u003cp>\u003cstrong>Let's be clear\u003c/strong>\u003c/p>\n\u003cp>Mistakes are not all created equal, and they are not always desirable. In addition, learning from mistakes is not all automatic. In order to learn from them the most we need to reflect on our errors and extract lessons from them.\u003c/p>\n\u003cp>If we're more precise in our own understanding of mistakes and in our communication with students, it will increase their understanding, buy-in, and efficacy as learners.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Eduardo Briceño is the Co-Founder & CEO of \u003c/em>\u003ca href=\"http://www.mindsetworks.com/\">\u003cem>Mindset Works\u003c/em>\u003c/a>\u003cem>, which he created with Carol Dweck, Lisa Blackwell and others to help people develop as motivated and effective learners. Carol Dweck is still on the board of directors, but has no financial interest in or income from Mindset Works. The ideas expressed in this article, which \u003c/em>\u003ca href=\"http://community.mindsetworks.com/blog-page/home-blogs/entry/mistakes-are-not-all-created-equal\">\u003cem>was first published\u003c/em>\u003c/a>\u003cem> in the Mindset Works newsletter, are entirely Eduardo Briceño’s.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How To Weave Growth Mindset Into School Culture",
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"content": "\u003cp>Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at \u003ca href=\"https://ahs.slzusd.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Arroyo High School\u003c/a> in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.\u003c/p>\n\u003cp>Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about \u003ca href=\"https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/\">growth mindset\u003c/a> from the very beginning and backed up the discussion with action.\u003c/p>\n\u003cp>“He would tell me, ‘You need to push yourself, that's how you're going to grow. Be confident. You're not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.\u003c/p>\n\u003cp>She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.'\u003ccite>High school senior Adeline Rodriguez\u003c/cite>\u003c/aside>\n\u003cp>When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”\u003c/p>\n\u003cp>In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.\u003c/p>\n\u003cp>Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”\u003c/p>\n\u003cp>Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers -- she always worried about being judged for getting the wrong answer -- but when that brave student speaks up, it empowers everyone.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/226468768\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>“Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.\u003c/p>\n\u003cp>Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.\u003c/p>\n\u003cp>“I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”\u003c/p>\n\u003cp>\u003cstrong>GROWING CONFIDENT STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Rodriguez is the product of four years of messaging from her high school teachers. The Academy of Health and Medicine, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.\u003c/p>\n\u003cp>“We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable -- it’s a kinda fine line we walk -- and then provide opportunities for them to work their way through it and find some success,” Clark said.\u003c/p>\n\u003cp>Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.\u003c/p>\n\u003cdiv style=\"float: right;margin: 0 15px 15px 0\">[soundcloud url=\"https://api.soundcloud.com/tracks/225590350\" params=\"auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true\" width=\"100%\" height=\"300\" iframe=\"true\" /]\u003c/div>\n\u003cp>Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Academy of Health and Medicine has read Carol Dweck’s book, \u003ca href=\"https://www.penguinrandomhouse.com/books/44330/mindset-by-carol-s-dweck-phd/\" target=\"_blank\" rel=\"noopener noreferrer\">“Mindset,”\u003c/a> and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.\u003c/p>\n\u003cp>“It just reinforces the fact that understanding the first time you hear something isn't the goal,” Clark said. “Smart isn't being right fast. It's working through things and understanding things eventually.”\u003c/p>\n\u003cp>Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.\u003c/p>\n\u003cp>“At the end of the day we're trying to create successful kids, some of whom will grow up to do science and some of whom won't,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that's kind of what we're here for.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you believe it, they believe. If I didn't believe this, they wouldn't buy what I'm selling.'\u003ccite>Arroyo health teacher India Rodgers\u003c/cite>\u003c/aside>\n\u003cp>He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.\u003c/p>\n\u003cp>The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.\u003c/p>\n\u003cp>“Redefining smart as something that's more effort-based than genetics-based has opened the door for kids,” Clark said. “They don't feel like they're behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they're going to be OK.\"\u003c/p>\n\u003cp>\u003cstrong>GROWING AS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.\u003c/p>\n\u003cp>She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.\u003c/p>\n\u003cfigure id=\"attachment_42168\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-42168 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/norms-800x450.jpg\" alt=\"Reminders like this one are pasted on the lab counters in Mr. Clark's science classroom.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reminders like this one are pasted on the lab counters in Jim Clark's science classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.\u003c/p>\n\u003cp>She also tries hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\" rel=\"noopener noreferrer\">model a growth mindset\u003c/a> to her students by being open about her own struggles as a parent and a teacher.\u003c/p>\n\u003cp>“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”\u003c/p>\n\u003cp>When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at \u003ca href=\"https://ahs.slzusd.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Arroyo High School\u003c/a> in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.\u003c/p>\n\u003cp>Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about \u003ca href=\"https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/\">growth mindset\u003c/a> from the very beginning and backed up the discussion with action.\u003c/p>\n\u003cp>“He would tell me, ‘You need to push yourself, that's how you're going to grow. Be confident. You're not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.\u003c/p>\n\u003cp>She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We're not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.'\u003ccite>High school senior Adeline Rodriguez\u003c/cite>\u003c/aside>\n\u003cp>When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”\u003c/p>\n\u003cp>In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.\u003c/p>\n\u003cp>Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”\u003c/p>\n\u003cp>Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers -- she always worried about being judged for getting the wrong answer -- but when that brave student speaks up, it empowers everyone.\u003c/p>\n\u003cdiv style=\"float: left;margin: 0 15px 15px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/226468768&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/226468768'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>“Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.\u003c/p>\n\u003cp>Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.\u003c/p>\n\u003cp>“I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”\u003c/p>\n\u003cp>\u003cstrong>GROWING CONFIDENT STUDENTS\u003c/strong>\u003c/p>\n\u003cp>Rodriguez is the product of four years of messaging from her high school teachers. The Academy of Health and Medicine, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.\u003c/p>\n\u003cp>“We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable -- it’s a kinda fine line we walk -- and then provide opportunities for them to work their way through it and find some success,” Clark said.\u003c/p>\n\u003cp>Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.\u003c/p>\n\u003cdiv style=\"float: right;margin: 0 15px 15px 0\">\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='300'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/225590350&visual=true&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false&visual=true'\n title='https://api.soundcloud.com/tracks/225590350'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/div>\n\u003cp>Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Academy of Health and Medicine has read Carol Dweck’s book, \u003ca href=\"https://www.penguinrandomhouse.com/books/44330/mindset-by-carol-s-dweck-phd/\" target=\"_blank\" rel=\"noopener noreferrer\">“Mindset,”\u003c/a> and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.\u003c/p>\n\u003cp>“It just reinforces the fact that understanding the first time you hear something isn't the goal,” Clark said. “Smart isn't being right fast. It's working through things and understanding things eventually.”\u003c/p>\n\u003cp>Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.\u003c/p>\n\u003cp>“At the end of the day we're trying to create successful kids, some of whom will grow up to do science and some of whom won't,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that's kind of what we're here for.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you believe it, they believe. If I didn't believe this, they wouldn't buy what I'm selling.'\u003ccite>Arroyo health teacher India Rodgers\u003c/cite>\u003c/aside>\n\u003cp>He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.\u003c/p>\n\u003cp>The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.\u003c/p>\n\u003cp>“Redefining smart as something that's more effort-based than genetics-based has opened the door for kids,” Clark said. “They don't feel like they're behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they're going to be OK.\"\u003c/p>\n\u003cp>\u003cstrong>GROWING AS TEACHERS\u003c/strong>\u003c/p>\n\u003cp>The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.\u003c/p>\n\u003cp>She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.\u003c/p>\n\u003cfigure id=\"attachment_42168\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-42168 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/norms-800x450.jpg\" alt=\"Reminders like this one are pasted on the lab counters in Mr. Clark's science classroom.\" width=\"800\" height=\"450\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/09/norms-960x540.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Reminders like this one are pasted on the lab counters in Jim Clark's science classroom. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.\u003c/p>\n\u003cp>She also tries hard to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\" rel=\"noopener noreferrer\">model a growth mindset\u003c/a> to her students by being open about her own struggles as a parent and a teacher.\u003c/p>\n\u003cp>“They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”\u003c/p>\n\u003cp>When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Never Too Late: Creating a Climate for Adults to Learn New Skills",
"title": "Never Too Late: Creating a Climate for Adults to Learn New Skills",
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"content": "\u003cp>When it comes to kids, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a> is a hot topic in education. \u003ca href=\"https://www.perts.net/resources\">Studies\u003c/a> indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult.\u003c/p>\n\u003cp>Students are not the only ones encountering new challenges at school: Teachers face an evolving profession, driven in part by technology and a rapidly changing economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teacher Jim Doherty remembers the conversation that became the catalyst for his mid-career journey. After he observed a teacher’s classes and offered some feedback, his colleague replied, “I’ve been at this awhile. I don’t think you can teach me anything new.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doherty’s gut response was reflective. He thought to himself, “I hope I never become the teacher who stops learning.” And so, 27 years into his teaching career, he decided to take a risk and try something new: he signed up for\u003c/span>\u003ca href=\"https://twitter.com/mrdardy\"> \u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon, he became actively involved in the\u003c/span>\u003ca href=\"https://exploremtbos.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">MathTwitterBlogsphere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, eventually contributing to an instructional \u003c/span>\u003ca href=\"http://www.nixthetricks.com/\">\u003cspan style=\"font-weight: 400\">e-book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He also created a teaching\u003c/span>\u003ca href=\"https://mrdardy.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that has connected him with educators around the country. The experience, he says, has been revitalizing and empowering. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>What Does a Professional Fixed Mindset Look Like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For children, a fixed view of intelligence can lead them to negatively label themselves with statements such as, “I’m not good at math” or “I’m a bad writer.” Similarly, when professionals struggle with new demands, they may be tempted to use phrases such as “I’m too old for this,” or “I already know what works for me,” or “I’m just not a computer person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such statements can be self-protective, said Peter Heslin, associate professor of management at UNSW Australia Business School. For example, a teacher might avoid adopting a new teaching strategy “for fear they might jeopardize their identity as an already highly skilled instructor.” According to Heslin, administrators can help alleviate these concerns by “reminding teachers that experiencing setbacks are par for the course when learning something new” and creating a safe environment for taking risks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heslin has developed a \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.researchgate.net/profile/Peter_Heslin/publication/271538935_The_potential_role_of_mindsets_in_unleashing_employee_engagement/links/54d4aca50cf2970e4e636e28.pdf\">research-based\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">growth mindset workshop for business leaders. His program includes four self-reflective exercises that he said could be easily adopted by superintendents and principals in their professional development work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, participants think about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> it’s important to understand that people can continue to grow and develop their abilities throughout adulthood. In essence, what are the “real consequences” of adopting a fixed or growth mindset?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, they think about one of their strengths that used to be a weakness -- and then reflect on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> this change took place. He says this exercise helps participants understand that their skills are “not merely the result of an aptitude or talent they have,” but rather the result of effort and initiative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, participants write a letter to a struggling employee, sharing thoughts about how they can strengthen their skills. And finally, they think about someone who surprised them by learning how to do something that they never thought this person could do. This final exercise, Heslin said, asks participants to reflect on the harm a fixed mindset can do to others by “leading us to ever so subtly discourage and hold them back from achieving more than we can imagine they can.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a Growth Environment\u003c/b>\u003c/p>\n\u003cp>As a schools superintendent in Dobbs Ferry, New York, Dr. Lisa Brady says that teachers need to adopt a growth mindset just as much as students do.\u003c/p>\n\u003cp>“As educators, we cannot ask of kids what we are unwilling to do ourselves,\" she said. \"Students ‘sniff out’ hypocrisy quickly and it is very powerful when we model the willingness to try new things -- with the struggles and failures that come along with this.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady said that creating an environment where teachers feel comfortable taking risks requires time -- because trust takes time. Just as teachers can sometimes create an environment that inhibits students’ desire to take risks, administrators are “too often part of the problem.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady offers administrators these suggestions for supporting a growth mindset culture:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Remodel Faculty Meetings: \u003c/b>\u003cspan style=\"font-weight: 400\">Meetings “where information is shared that can be sent via email or other tools need to be a thing of the past,” said Brady. Instead, use this time for engaging activities that enhance instructional practices. For example, her district provides a monthly “Wednesday Technology Session.” In September, teachers come together to discuss what they want to learn -- and what they could share with their colleagues. The district uses this feedback to create a year-long technology education “menu” that allows teachers to learn from each other on topics that feel relevant.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Reach Out to Seasoned Teachers:\u003c/b>\u003cspan style=\"font-weight: 400\"> Brady said she tries to personally connect with veteran teachers who may be reluctant to adopt new strategies and then work with them on taking small steps that will have a meaningful impact on students. “When others see that these folks are making an effort, it has a huge impact,” she said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Model a Growth Mindset: \u003c/b>\u003cspan style=\"font-weight: 400\">Eight years ago, Brady decided to sign up for Twitter to explore how it could be used as a professional development tool for her teachers. It seems like a small matter now, but at the time some of her colleagues were “aghast.” Her willingness to experiment helps her staff see that she walks the walk. “I continually reinforce that I expect folks to not always get it right -- and I am quick to point out when I personally do not get things right,\" she said. \"\u003c/span>\u003cspan style=\"font-weight: 400\">We have to be willing to take risks. If we are not taking risks and making mistakes, we are not doing our jobs as educators.\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Expand the Walls of the Classroom\u003cbr>\n\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">For Jim Doherty, the community he found online helped him revitalize his classroom practice and expand his concept of what was possible. Too often, he said, educators “close that classroom door and feel we are on our own to figure out what the students need.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He said the virtual community he discovered midcareer “allowed me to tap into the wisdom of dozens of educators who have worked through the problems I am wrestling with.” He recommends that teachers who “feel stuck” take a similar journey: \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Lurk a little while [on Twitter or education sites],\" he said. \"Try one or two activities and tweak them to fit your classroom. When in doubt, call for help!” \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When it comes to kids, \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset\u003c/a> is a hot topic in education. \u003ca href=\"https://www.perts.net/resources\">Studies\u003c/a> indicate that children who view intelligence as pliable and responsive to effort show greater persistence when encountering new or difficult tasks. In contrast, children who view intelligence as static or “fixed” have a harder time rebounding from academic setbacks or are reluctant to take on new challenges that might be difficult.\u003c/p>\n\u003cp>Students are not the only ones encountering new challenges at school: Teachers face an evolving profession, driven in part by technology and a rapidly changing economy.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teacher Jim Doherty remembers the conversation that became the catalyst for his mid-career journey. After he observed a teacher’s classes and offered some feedback, his colleague replied, “I’ve been at this awhile. I don’t think you can teach me anything new.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Doherty’s gut response was reflective. He thought to himself, “I hope I never become the teacher who stops learning.” And so, 27 years into his teaching career, he decided to take a risk and try something new: he signed up for\u003c/span>\u003ca href=\"https://twitter.com/mrdardy\"> \u003cspan style=\"font-weight: 400\">Twitter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Soon, he became actively involved in the\u003c/span>\u003ca href=\"https://exploremtbos.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">MathTwitterBlogsphere\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, eventually contributing to an instructional \u003c/span>\u003ca href=\"http://www.nixthetricks.com/\">\u003cspan style=\"font-weight: 400\">e-book\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He also created a teaching\u003c/span>\u003ca href=\"https://mrdardy.wordpress.com/\"> \u003cspan style=\"font-weight: 400\">blog\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that has connected him with educators around the country. The experience, he says, has been revitalizing and empowering. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>What Does a Professional Fixed Mindset Look Like?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For children, a fixed view of intelligence can lead them to negatively label themselves with statements such as, “I’m not good at math” or “I’m a bad writer.” Similarly, when professionals struggle with new demands, they may be tempted to use phrases such as “I’m too old for this,” or “I already know what works for me,” or “I’m just not a computer person.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Such statements can be self-protective, said Peter Heslin, associate professor of management at UNSW Australia Business School. For example, a teacher might avoid adopting a new teaching strategy “for fear they might jeopardize their identity as an already highly skilled instructor.” According to Heslin, administrators can help alleviate these concerns by “reminding teachers that experiencing setbacks are par for the course when learning something new” and creating a safe environment for taking risks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heslin has developed a \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.researchgate.net/profile/Peter_Heslin/publication/271538935_The_potential_role_of_mindsets_in_unleashing_employee_engagement/links/54d4aca50cf2970e4e636e28.pdf\">research-based\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">growth mindset workshop for business leaders. His program includes four self-reflective exercises that he said could be easily adopted by superintendents and principals in their professional development work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, participants think about \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> it’s important to understand that people can continue to grow and develop their abilities throughout adulthood. In essence, what are the “real consequences” of adopting a fixed or growth mindset?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Second, they think about one of their strengths that used to be a weakness -- and then reflect on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> this change took place. He says this exercise helps participants understand that their skills are “not merely the result of an aptitude or talent they have,” but rather the result of effort and initiative.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Third, participants write a letter to a struggling employee, sharing thoughts about how they can strengthen their skills. And finally, they think about someone who surprised them by learning how to do something that they never thought this person could do. This final exercise, Heslin said, asks participants to reflect on the harm a fixed mindset can do to others by “leading us to ever so subtly discourage and hold them back from achieving more than we can imagine they can.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Create a Growth Environment\u003c/b>\u003c/p>\n\u003cp>As a schools superintendent in Dobbs Ferry, New York, Dr. Lisa Brady says that teachers need to adopt a growth mindset just as much as students do.\u003c/p>\n\u003cp>“As educators, we cannot ask of kids what we are unwilling to do ourselves,\" she said. \"Students ‘sniff out’ hypocrisy quickly and it is very powerful when we model the willingness to try new things -- with the struggles and failures that come along with this.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady said that creating an environment where teachers feel comfortable taking risks requires time -- because trust takes time. Just as teachers can sometimes create an environment that inhibits students’ desire to take risks, administrators are “too often part of the problem.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brady offers administrators these suggestions for supporting a growth mindset culture:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Remodel Faculty Meetings: \u003c/b>\u003cspan style=\"font-weight: 400\">Meetings “where information is shared that can be sent via email or other tools need to be a thing of the past,” said Brady. Instead, use this time for engaging activities that enhance instructional practices. For example, her district provides a monthly “Wednesday Technology Session.” In September, teachers come together to discuss what they want to learn -- and what they could share with their colleagues. The district uses this feedback to create a year-long technology education “menu” that allows teachers to learn from each other on topics that feel relevant.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Reach Out to Seasoned Teachers:\u003c/b>\u003cspan style=\"font-weight: 400\"> Brady said she tries to personally connect with veteran teachers who may be reluctant to adopt new strategies and then work with them on taking small steps that will have a meaningful impact on students. “When others see that these folks are making an effort, it has a huge impact,” she said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Model a Growth Mindset: \u003c/b>\u003cspan style=\"font-weight: 400\">Eight years ago, Brady decided to sign up for Twitter to explore how it could be used as a professional development tool for her teachers. It seems like a small matter now, but at the time some of her colleagues were “aghast.” Her willingness to experiment helps her staff see that she walks the walk. “I continually reinforce that I expect folks to not always get it right -- and I am quick to point out when I personally do not get things right,\" she said. \"\u003c/span>\u003cspan style=\"font-weight: 400\">We have to be willing to take risks. If we are not taking risks and making mistakes, we are not doing our jobs as educators.\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Expand the Walls of the Classroom\u003cbr>\n\u003c/b>\u003cbr>\n\u003cspan style=\"font-weight: 400\">For Jim Doherty, the community he found online helped him revitalize his classroom practice and expand his concept of what was possible. 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"content": "\u003cp>It's hard to be connected to the education field today and not have heard about Carol Dweck's research on \u003ca href=\"http://ww2.kqed.org/mindshift/tag/growth-mindset/\" target=\"_blank\">growth mindset\u003c/a>. The Stanford psychologist has spent her career researching how \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/23/why-talking-about-the-brain-can-empower-learners/\" target=\"_blank\">adult messages impact the way kids think about their abilities\u003c/a>. Working to teach a growth mindset has now become popular in schools, with teachers across the country working to praise students' process, not their product and to celebrate productive failure. Still, as with any education theory that catches on like wildfire, there are those who believe changing student mindsets isn't the panacea it has been made out to be.\u003c/p>\n\u003cp>\u003ca href=\"http://www.alfiekohn.org/\" target=\"_blank\">Alfie Kohn\u003c/a>, a well-known critic of the education system, writes in a \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\" target=\"_blank\">Salon article\u003c/a> that the focus on mindsets is masking deeper structural problems in schools that must be attended to first. Kohn writes:\u003c/p>\n\u003cblockquote>\u003cp>\"The problem with sweeping, generic claims about the power of attitudes or beliefs isn’t just a risk of overstating the benefits but also a tendency to divert attention from the nature of the tasks themselves: How valuable are they, and who gets to decide whether they must be done?\"\u003c/p>\u003c/blockquote>\n\u003cp>Kohn also worries that focusing on how teachers praise students ignores that fact that any kind of verbal praise is a form of manipulation. He'd rather see schools work to provide compelling learning experiences that engage students and promote an intrinsic desire to learn. And he worries that focusing so much on performance will undermine intellectual engagement completely. Later in his article he writes:\u003c/p>\n\u003cblockquote>\u003cp>\"I'm not suggesting we go back to promoting an innate, fixed, “entity” theory of intelligence and talent, which, as Dweck points out, can leave people feeling helpless and inclined to give up. But the real alternative to that isn’t a different attitude about oneself; it’s a willingness to go beyond individual attitudes, to realize that no mindset is a magic elixir that can dissolve the toxicity of structural arrangements. Until those arrangements have been changed, mindset will get you only so far. And too much focus on mindset discourages us from making such changes.\"\u003c/p>\u003c/blockquote>\n\u003cp>Read the rest of the post at \u003ca href=\"http://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\">Salon.com\u003c/a>.\u003cbr>\nhttp://www.salon.com/2015/08/16/the_education_fad_thats_hurting_our_kids_what_you_need_to_know_about_growth_mindset_theory_and_the_harmful_lessons_it_imparts/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>Carol Dweck's \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/16/new-research-students-benefit-from-learning-that-intelligence-is-not-fixed/\" target=\"_blank\">research on growth mindset\u003c/a> has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school. Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of \"productive failure\" (a concept \u003ca href=\"http://www.manukapur.com/\" target=\"_blank\">Dr. Manu Kapur\u003c/a> has been studying for over a decade)* and giving students the \u003ca href=\"https://www.mindsetkit.org/growth-mindset/celebrate-mistakes/give-work-encourages-mistakes-see-action\" target=\"_blank\">time and space to work through difficult problems\u003c/a>. Another key idea is to \u003ca href=\"https://www.mindsetkit.org/growth-mindset/praise-process-not-person/praising-process-see-action\" target=\"_blank\">praise the process\u003c/a> and effort a child puts in, not the final product.\u003c/p>\n\u003cp>These mindset changes are easy to describe and dictate, but more challenging to implement. To help both teachers and parents, \u003ca href=\"https://www.perts.net/about\" target=\"_blank\">Stanford's PERTS Center\u003c/a> has teamed up with the Teaching Channel to produce videos that demonstrate process praise and productive struggle. PERTS has developed \u003ca href=\"https://www.mindsetkit.org/\" target=\"_blank\">a toolkit\u003c/a> to support the adults in children's lives who are struggling to change their practice.\u003c/p>\n\u003cp>[contextly_sidebar id=\"cQKpZUE8Ga3k3ey2y5fH3lMIRO9KcVjD\"]\u003c/p>\n\u003cp>In the video below on classroom struggle, second grade teacher Maricela Montoy-Wilson repeatedly asks her students to justify their thinking using reasoning and evidence. She encourages students to critique one another's thinking and ask for specific kinds of help. She highlights that problems can be solved in different ways and normalizes struggle in her classroom so students don't feel bad if they don't understand.\u003c/p>\n\u003cp>\"Everyone is going to feel stuck,\" Montoy-Wilson said. \"Everyone is going to feel challenged by it. So they can get excited and think about the strategies they can implement to tackle the problem.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Look out for the moment near the end of the video when Montoy-Wilson checks in with a group of students who haven't even been able to solve the first problem. She asks them how they feel and they respond \"good\" because \"we're working hard.\" She calls attention to the struggling group in front of the whole classroom, prompting one boy to say, \"We were happy because we were growing our brains.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"//www.youtube.com/embed/voa0F2C_hjY?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article neglected to mention the scholarship of Dr. Manu Kapur who is an authority on the concept and design theory of productive failure. We regret the omission.\u003c/em>\u003c/p>\n\n",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"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.",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"soldout": {
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"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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"tagline": "Local news to keep you rooted",
"info": "Host Devin Katayama walks you through the biggest story of the day with reporters and newsmakers.",
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