THE POWER OF THE MIND

Why is it so easy to believe in things that are negative? Do you fear that the things you are most afraid of will haunt you? How can we rethink the negatives and make them positives? Is this even possible? Do you believe in the power of the mind?

Recently I sat down with a student who wanted to share the frustration and anxiety being experienced while preparing for an upcoming exam. I could physically feel the pain and anguish as I sat listening quietly to this outpouring. The student described feelings of being torn, helpless, and being an outright failure. Though it may have seemed dismal, I was happy that this student took the time to reflect on the upcoming task and admired the sincerity, and courage to speak up about this internal conflict! How many of us would have been this brave? Honestly?

It was indeed a learning curve for me! I have witnessed first hand what it takes to be a "reflective learner". Here was this student, thoughtfully analyzing and assessing to determine how best to move forward. This was one of the most fulfilling part of my career. We don't get to see this happening much in the classroom but when it does, you get an overwhelming feeling of satisfaction. When students are able to predict their performance and monitor their level of mastery and understanding (metacognition) they become more actively involved in their own learning. Additionally, they have to become resilient learners.....who are not afraid of failure.

There are two types of mindsets according to Carol Dweck. A fixed mindset where intelligence is seen as "fixed" as compared to a growth mindset where intelligence can be changed and developed (Dweck, 2008). A growth mindset can be developed from three simple steps:

1. Learn, learn, learn
2. Realize hard work is the key
3. Face setbacks

Sadly, overcoming a fixed mindset is challenging. It requires extraordinary discipline and total commitment. As educators, we have to be prepared to guide students as they transition from identifying their current state to the their desired goal. The realization of such a goal is also intricately associated with the power of self motivation and possessing a positive mental attitude. This is where it becomes even messier! A conscious decision has to be made to bring about the desired change. THIS IS THE POWER OF THE MIND!!

Together the student and I worked out a  plan of action. I knew that if the plan was followed through it would bring ultimate success....in time. Additionally, such qualities as patience and discipline are imperative.....other challenges to overcome with time.

How many times in life have we been faced with the same? How did you succeed? 

I will now close with the following:

"The Man Who Thinks He Can"

    

What Are You Willing To Do?

Last week we had our first faculty meeting for the Spring Semester. As I sat there, I was trying to figure out who would be the first to raise a legitimate concern that is impacting the instructional process. 

In approximately half an hour after the principal had discussed the data for the previous school year I got an answer. A teacher questioned the current procedure for addressing disruptive students. An example of a student being disruptive was proffered as well as how the teacher proceeded to manage the situation. While the teacher was articulating the problem there were a few teachers who gasped and whispered under their breath...."I don't have that problem!" Thus implying that it is the teacher's fault or simply classroom management issues. There were also those teachers who were experiencing the same problem who did not speak up in support of their colleague. 

We have all had those days when we have to deal with a disruptive student and sometimes there is need for immediate resolution or else the situation will impact the teaching/learning process. How then, do we move from it's not my problem but yours? How do we come together as a team to help each other? Ultimately, the instructional process must be preserved at all cost. Learning will simply not take place if there is disruption!

I was dismayed! Earlier that morning I read the article "Nine Reasons Teachers are Unwilling to Stand Up for Their Profession" by Nancy Flanagan in Education Week. She started off by quoting a teacher from Michigan:

"When I speak the truth in meetings about what is happening in public education, I am met with silence from my fellow teachers. It is the silence that is so maddening. I realize not everybody is as bold as me, but still—shouldn't the people working in this profession care about this profession? Beyond the four walls of their own classrooms? Am I crazy or what?" 

It is so amazing! I have often wondered why this is the case if we are all about impacting the lives of children. Ms. Flanagan gave some mind-boggling reasons for this including fear, "it could never happen here" syndrome, lack of information or misinformation, and teachers are too busy or distracted. How do we overcome these to move forward?

What are you willing to do for your students and colleagues?

Have a Fabulous Week!

Petreno