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"

    

TEACHING MY HEART OUT!

For the last few weeks I have been teaching my heart out. In planning and delivering my lessons I gave my best. All the knowledge, techniques, skills, and yes the "bag of tricks" amassed over the years were brought into play. I thought I had it all covered but alas was I wrong! I was confident that I could step in and make changes immediately. This was far from the truth!

How many times have you underestimated the situations that you are experiencing? What was your initial reaction? How did you move forward? Why was it important for you to find a resolution? Did this experience impact your future actions?

This year I have been given a unique population and was asked to help them achieve their academic goals. Initially I had declined but later decided to accept the task. After teaching this group for the past few weeks I gave them an assessment. I was floored when I saw the results. They did horribly! 

Where did I go wrong? 

I was tempted to take this personally. I am of course a perfectionist! This however was the wrong approach. In today's world we are being expected to own failure.....If the students don't learn, the teachers didn't teach".....how often have you heard this? I can say after teaching my heart out, I knew they got it based on their feedback on exits, classwork, conversations, and discussions. There is an excellent classroom climate, teacher and student share a commendable rapport, students have been provided with the necessary tools for working.......so exactly what went wrong????....

After carefully and thoroughly reflecting, I came to the conclusion that these students have gotten accustomed to failure and in fact look forward to failing. They have been so beaten by prior experiences that they are living other's belief for them. Nothing is more powerful and damaging than when students believe their teachers "don't expect them to pass" and it's business as usual! 

Currently, my agenda is to change this paradigm. I am so happy that I am experiencing this "challenge". I am in absolute agreement with Rita Pierson: Every Kid Needs a Champion!

Have a Fantastic Week.

Petreno

WHY BOTHER?

As the school year comes to a close, final exams are being administered. Students are also preparing for state exams at the high school level and the jitters about passing or failing becomes a reality. How do we help those who have not been doing as well as they should have during the year to pass? Conversely, how can we help those who have been trying their best to do the right thing but end up failing anyway? Why bother?

This is a question that comes to mind at the end of a marking period, semester, and the school year. Why bother? For some teachers, this would not be an issue if students were paying attention, completing homework, taking advantage of all available services outside of the classroom such as tutoring and prep classes. Whereas students feel overwhelmed with all the expectations both in and out of school that they feel that giving up is their best option. How do we change this paradigm? Is there something that we all can do to create a win win situation? Can we set each other up for success?

It's the end of the year so why bother? 

Taking the time to reflect on this question can give us insights into both teacher and student practices that can be used to inform instruction in the future. Did we differentiate enough, offered multiple entry points in our lessons, provided scaffolds? Were assignments challenging, timely, and fair? How did the school support the teaching/learning process? What can be done differently? Why did students not take advantage of the opportunities presented to them? Carefully examining the answers to these questions is critical.

Consequently, this end of year reflection will result in a plan of action that not only inspires and motivates but will empower you to become better at your art. Additionally, "thinking outside of the box" will provide a more enhanced instructional environment. 

Petreno