Chapter 7: Yout got this! build a classroom culture of self-efficacy
- Where a student starts does not dictate where they will end up (173).
- There needs to be a sense of self-efficacy before a student can grow and learn (173).
- Encourage positive self-talk, which is the voice of mindset (174).
- Embrace those teachable moments (175).
- Teach that improvement is possible with sustained effort (176). To do this, we must nurture the endless power of optimism (176).
- “Our daily thoughts and actions need to demonstrate to students that thinking positively about the world, seeing our setbacks as temporary and changeable, helps us achieve our goals and become more productive and more effective people (177).”
- Look for teachable moments to identify grit to out students and values it as an academic skill (180).
teacher tools
High Five Goodbye:
Schwartz, Kyle. I Wish My Teacher Knew: How One Question Can Change Everything For Our Kids. Da Capo Lifelong Books, 2016.
- Try to make home time at the end of the day less hectic (180). When students are on their way out the door give them a high five (180). When your hands meet have the students say a little goodbye or sentence (181).
- For example, “I can be kind to others”, or “I am a world changer.” This will model optimism at the end of a busy day (181).
- The purpose of this activity is to encourage students while they are doing work (181).
- For example:
- Teacher says “can’t stop,” students respond “won’t stop.” Teacher follows with “all day!” students respond with “everyday!” (182). This activity acts as a reset button (182).
- Teacher says “can’t stop,” students respond “won’t stop.” Teacher follows with “all day!” students respond with “everyday!” (182). This activity acts as a reset button (182).
- Acknowledge that choice gives students power (185). This places accountability in the students hands (185). Encourage students to make an active choice to learn (186).
- We need to teach our students to take ownership of their learning at a young age, because as students get older they can make their own choices and often the choice is to not participate or show up (186-187).
- Lay out what an assignment would look like between grade levels by showing samples (191).
- For example, if you were teaching essay writing in grade 7, show what a sample essay would look like in grade 5, 6 7 & 8. This will show students what to aim for or how to set goals (194).
- This process could also be set up into a rubric to help with summative assessment (194). Allowing students to choose their own level creates motivation for improvement (194).
- It also teaches them how to set and achieve goals specific to their abilities, at the moment (194).
Schwartz, Kyle. I Wish My Teacher Knew: How One Question Can Change Everything For Our Kids. Da Capo Lifelong Books, 2016.