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Changing lives through education has been my passion and calling for over 35 years. Four years ago an exciting opportunity came my way when I worked with a team to develop a new early learning school model for my district.
At the end of the last school year I made a promise to myself that I would begin to teach mindset in a meaningful and memorable way. My school had been trained in mindset and done a book study of “Mindset” by Carol Dweck about three years ago, and the ideas really stuck with me.
Mindset in Action: Jennifer Maichin, from Mineola Middle School, NY, shares her experience, tips and classroom activities to introduce students to the growth mindset
I always wanted to teach. I dreamed of inspiring and empowering every student who entered my classroom. I imagined all students walking into school highly motivated and eager to learn. Reality of course was different. Mindset not only helped me manage my class effectively, but also reminded me why I wanted to become a teacher in the first place.
For the past 16 years, I have had the privilege of spending my school days teaching 11 through 14 year olds with learning challenges. These students are interesting and unique and, yes, they are challenging to teach. People sometimes ask me: “How do you do it? Do you feel successful? Do you feel like you actually get through to them? What motivates them? What is the best way to engage them and get them to want to learn? Why bother? They don't listen anyway...”
How, then, do I get through to them?
Arriving with the implementation of the Common Core State Standards in 40+ U.S. states is tremendous pressure for schools to get results and to be masters of the Core as quickly as possible. Invoking the Growth Mindset as we accept the challenge of the Core standards will help our schools maintain the momentum and stamina we need to develop expertise.
How can schools set themselves up to cultivate Common Core experts? None of us is currently an expert in the CCSS. Expertise will emerge with classroom practice and experience implementing these standards with real students. It will emerge with the willingness to take responsible risks and to participate in collective reflection. It will emerge with strong collaboration and compassionate patience. These qualities are only gained in a risk-tolerant system through strategic, purposeful effort which includes timely, formative feedback.
3.3 million teachers will be asked to change their practices, routines, and lessons this year to align with the Common Core State Standards. That is a staggering number when you think about that many Americans essentially experiencing a major job change at the same time!
It is inevitable that with all this change, some of us will fail. We will mess it up. We will get it wrong and forget some essential component (of a standard, a lesson, a concept). Our central offices will mess up too. Trainings will go awry, resources arrive late, and support will be well-intentioned, but spotty. Are we prepared to tolerate this process and allow ourselves to take the necessary responsible risks to LEARN and grow?
I hope so.