How has the Kenan Fellows Program changed me? I’m glad you asked.
It has sparked a love of teaching again. Maybe spark isn’t the best word. I’ve been blessed with a internal passion for my career. It helps me weather the inevitable storms. However, it is good to have external fuel for a fire. The KFP has been the gasoline on a career I already loved.
It has connected me with others who “get me.” CS Lewis said, “Friendship is born at that moment when one man says to another: ‘What! You too?'” This moment is no less significant in the professional world. Through both formal professional development and at leisure teacher-talk, I’ve shared concerns, gained wisdom, and generated ideas with educators beyond my normal sphere of influence.
I am intentionally looking for ways to connect my students with the world beyond our playground. Let’s take tomorrow’s lesson for example. The students are learning about the economy and budget in our social studies class. Tomorrow Holly’s Springs’ city project manager will do a brief presentation with my students and then work with them in small groups as they create a budget for their city. Also, I have contacted a North Carolina General Assembly legislator who will be visiting our classroom during third quarter. Last, but not least, Kurt, the greenhouse guru from Bayer, who will be visiting during our ecosystems unit. Guest speakers are certainly a start for teaching students about the real world and connecting the community with my school. However, I would like to do more with this. I do not know what that will look like yet. <—–yet = growth mindset – see previous blog entry
The internship has strengthened my content knowledge and eagerness to learn. I have only been at Bayer for eight days, but I have learned so much and been able to connect it to my students’ curriculum. For example, when we talked about cells and genetics, I shared with students about how Bayer uses an understanding of genetics to innovate new ideas to increase crop production. I cannot wait to return to Bayer next Tuesday!
At Holly Grove Elementary, we are participating in a book study based on Carol Dweck’s book Mindset:The New Psychology of Success. The author differentiates between two types of thinking: a fixed mindset and a growth mindset. A fixed mindset is the idea that your gifts and abilities are fixed and cannot be changed. A growth mindset is “the belief that your basic qualities are things you can cultivate through your efforts.”
Suppose two individuals, one with a fixed mindset and one with a growth mindset, encounter the same issue: they both receive a D on an important test. How do the mindsets differ in their thinking and action:
Fixed mindset thoughts: “I must be stupid. I am no good at math.” (Or perhaps you’ve heard this: “The teacher is unfair. She must hate me.”) The fixed mindset avoids failure, choosing rather to take the easy way out. A fixed mindset “creates an urgency to prove yourself over and over” and leads to paralysis. People with a fixed mindset often lack the ability to accurately judge their abilities. They tend to be too harsh or too boastful. After all, their self worth is dependent upon their success. A fixed mindset fuels blame and cheating in an effort to validate themselves. Low effort minimizes risk. (All the teacher readers just had student names pop in your head, didn’t you?) A fixed mindset lends itself to the entitled mentality of our society. I am smart/athletic/talented, so I deserve…
Growth mindset: “I am going to look over the test carefully to see where I made my mistakes. Then, I am going to study better for the next test and ask for extra credit/retake. Michael Jordan didn’t become a pro ball player overnight, so there’s hope for me!” The growth mindset thrives on failure as feedback for improvement.
Today’s take away: “When do you feel smart: when you are flawless or when you are learning?”
Personal implications of a growth mindset:
How do we view ourselves? Do we often tell ourselves we are incapable of certain skills? Do we feel confident in other skills? Professionally, I am in my tenth year of teaching. It is tempting, at times, to set myself on cruise control, BUT I want to have a growth mindset. There is always room to improve. Identifying areas to improve and setting goals keep me focused on refining my practice. This year a major goal is for me to leverage my Kenan Fellowship to create new lessons and to become a leader in my professional.
Classroom implications of a growth mindset:
Recognize the importance of a growth mindset and its implications in metacognition. Identify students who claim they are “no good at math.” It’s much easier to teach someone who sees their brain as a sponge, rather than a brick wall.
Change how you self-talk about your students. Remember you are only one person. You cannot fully measure another’s potential or limitations.
Change how you allow your students to talk. My students are not allowed to say, “I don’t understand this.” They have to say, “I don’t understand this YET.” Funny how those three little letters reflect a change in mindset.
Change how you assess. Is your focus to put grades in the gradebook or to give students specific feedback on how to grow?
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