First Days & Mindset and the Ability to Learn

The first couple of weeks of school have come and gone, and while we are still learning how to work in tandem, I am settling in to my new school and getting more comfortable with interactions (this is the oldest group of students I have ever worked with). It’s kind of strange when you look like you should be sitting in a desk next to the young people you’re in charge of!

While I haven’t been able to meet with my MT for an extended period of time yet to discuss procedures and my role in the room, I have learned quite a bit from her on the fly about her normal procedures regarding assignments, basic classroom management, and the format of a typical class period. Her methods are eerily (in a good way) familiar to what I have experienced in college classes, which is something I have found both interesting and highly functional. My MT strives to make her classes about more than just reading a book and regurgitating information—the students do interact with texts, but they also have the opportunity to deepen their understanding through the exploration of philosophical and psychological inquiry. I never knew a high school English class could look like this (again, in a very good way), but I am thrilled to be buckled in and taking this journey with these wonderful young people this year.

I'll have the opportunity to teach an ACT prep vocabulary mini-lesson next week, which I'm nervous (naturally) about, but it will be nice to finally get to break the ice with my students and start really working on my front of the room presence. I'm thankful for the chance to get going a little early, so I'll be more comfortable by the time my formal observation rolls around.

Because I am with my MT during her honors classes, I have been reflecting on the idea of fixed versus growth mindset. A teacher during Core II recommended some reading by Carol Dweck, a professor of psychology at Stanford University. The particular study referenced concentrates on mindsets regarding intelligence in math and science, but we explored the concept on a broader scale, which included a discussion about achievement in ELA classes. The basic inquiry is:

Does an individual have the ability to change the amount of knowledge they have pertaining to a certain subject, or is that amount of knowledge unalterable? 

Incidentally, Dweck’s research ties into my previous post about failure. As someone who wants a classroom where everyone will be encouraged to challenge themselves and be fearless of mistakes, I identify closely with the growth mindset she speaks of. With the open, discussion-driven nature of my MT’s class, I can confidently say she falls into the same category. It’s refreshing to see how excited she is every morning about questioning the class and encouraging them to stretch themselves a little further mentally than they normally would. She is guiding them to continue putting effort into their learning so they can modify or solidify what they already know.

In the coming weeks, I would like to observe the fixed versus growth mindset as I get to know my students better. Dweck has some suggestions in her research about how educators can change their language when talking to students about their work to assist them in viewing their abilities more positively, so I'm interested to learn more about that as well.

Until next time,

Ms. McDaniel

Works Cited

Dweck, Carol. "Mindsets and Math/Science Achievement." Carnegie Corporation of New York, 2008.

Image: https://thecollegiatecall.wordpress.com/2015/09/22/fixed-vs-growth-mindset/

What Am I Doing Here?

Over the past year, I have periodically asked myself why I chose teaching as my profession. I have had moments of doubt in my ability to reach students and teach meaningful content. There have been days where I have wanted to quit and try something else. Last semester was a trying time for me in the classroom with many stumbling blocks in my path that shook my confidence, beat me down. Knowing that I was having a difficult time, a friend found and sent a quote to me, which read:

"Your best teacher is your last mistake." -Ralph Nader (I don't think he's the first to have the idea, but credit is given to him.)

This particular quote helped me realize that teaching is an ongoing learning process, not only for me, but also for the young people who will sit in my classroom. My only option for improvement is to continue to make new mistakes in order to learn from them and never repeat them. Beyond that, I have learned that my students must also be allowed to learn by stumbling a little. 

We as a society are conditioned to believe that mistakes are bad--even devastating--and we are so afraid to mess up that we are often unwilling to even try. So, the most important lesson in all of this is

MISTAKES and FAILURE are not FATAL. Being too afraid to stick your neck out and learn is lethal. This message is something I feel is so important to convey in the classroom, especially when it comes to writing.

To address my title question, I am here to learn. I am here to grow. I am here to facilitate young people in their learning and growth. I am here to show my students it's okay to honestly not know something. I am here to teach them how to inquire and overcome that fear of potential failure.

I accept that it will take some time to master the art of learning from and moving past mistakes, but I am certainly open to try honing that skill.