Sign up for our newsletter to become part of the conversation:
** Please enter a valid email to join our community **
Thank you for joing the Mindset Works Community! Check your email for more information.
Recently there have been some exciting discussions throughout education on the impact of trauma on students. While there is a wealth of research documenting the impact of trauma on a child’s health and ability to learn, there is often a lack of clarity about instructional strategies for teachers. Fortunately, mindset intervention research has consistently targeted those students most in need, with exciting success.
In November we wrote a post about the impact the mindset of a teacher can have about a student’s problem behavior. Related to this, Stanford researchers Jason Okonofua, David Paunesku and Gregory Walton recently published research demonstrating the power of teacher mindsets on student behavior.
Many teachers are embracing growth mindset and in so doing have shifted the way they teach and invite students to learn. Educators, who have adopted a growth mindset approach, explicitly teach their students that intelligence grows by exerting effort, that this growth occurs most when facing challenges, and that likely – in fact, undoubtedly – students will make mistakes as they learn. So when students make mistakes while facing a learning challenge, the teacher guides them to use their effort and fix their mistakes.
Positive Behavior Interventions and Supports (PBIS) is a data driven decision making process to ensure schools educate the whole child. PBIS is an instructional approach to behavior that teaches students the soft skills of achievement such as persistence, respect, responsibility or other non cognitive skills. This emphasis on teaching student behavior can be a tool for schools to ensure students understand the importance effort in their learning and to grow student agency.
The PBIS framework and growth mindset programs go hand in hand. PBIS is based on the recognition that kids come to school with a range of needs and skills beyond academic skills. This framework empowers schools to identify their values and priorities in order to teach students the behaviors and social-emotional skills that will lead to greater academic success. PBIS is not a curriculum - rather it is a process that helps schools organize and coordinate nonacademic supports to make sure they educate the whole child. This framework aims to provide supports to students ranging from school-wide to individualized supports, depending on student need. The success of this framework has greatly improved the climate and behavior at schools across the country, with now over 20,000 schools implementing.
One criticism of the PBIS framework is a perceived focus on controlling students and preventing misbehavior.
"One thing you need to know is that they are really chatty," said the teacher's email. I'd been invited to do a demonstration lesson in a 5th grade class. Previously, I had asked the teacher about the logistics of her classroom (SMART board? yes. Popsicle sticks? yes. Rows or paired seating? chatty.).
"OK," I thought, "I guess I need to teach them my strategies." I went through my mental rolodex of classroom management acronyms, picked one and made a poster.