Time to Reflect

So I took some time to reflect about my ePortfolio.  Time can be a major factor.  What can I do to be able to ensure the continued use of this ePortfolio after the program is complete?  How can I incorporate the use of ePortfolios in my classroom.  It is just a useful tool and would really benefit the students, in my classroom.  But how do I do that for math?  Or do I want to pitch this idea to the special education support teachers, so my students on my caseload are able to have it as a transition portfolio?  These are some tough questions to ask and I really think it’ll take more than a day to figure it out.  By having my student utilize an ePortfolio is some way, would really benefit them in their post-secondary life.  Wish me luck, for finding a solution!



The Magic of English.  Retrieved from http://jbernbergmethods1.blogspot.com/2017/09/reflection-is-key-component-in-how-we.html


My Learning Manifesto

When I was given the learning manifesto assignment, it really gave me the chance to actually dig deep and think about what I truly believe about learning.  As a life long learner, I believe that we all can learn, just in different ways.  I was definitely influenced by the growth mindset and COVA model.
I feel that schools are overwhelmed with assessments and scores and are losing the real end goal, for students to learn and make meaningful, long-lasting connections.  If students are able to make these connections, they are on the path to be life-long learners as well.  I really enjoyed reflecting on my experience in the classroom as a teacher and a student.

My Growth Mindset

When I think of the message of “yet”, I believe it gives the students hope and encouragement.  By saying “I don’t understand this YET”, it implies that you will learn it eventually.  Individuals that say “I don’t know” or “I don’t understand” already have the mindset that something is impossible or won’t happen.  How can anyone be successful believing that?  By taking the YET approach, an individual goes into something with a positive outlook and invites the challenge to doing or learning something new. By doing that an individual is able to transition from a fixed mindset to a growth mindset.

I think that adopting the growth mindset will significantly change the way I learn.  I feel with this mindset and not seeing failure as a consequence, that I will feel more comfortable to test the limits.  The growth mindset allows for more chances to be taken and in return a bigger possibility of success. If failure occurs, it’s more of a learn-able moment, in order to eventually be successful.  By changing to this mindset, an individual can truly see what they are capable of doing.

By taking the growth mindset approach, I feel that there would be a change from the norm in the classroom.  I think that we all as teachers are used to saying comments that would be considered fixed mindset comments.  I really liked that the growth mindset approach focused on complimenting the effort given by a student rather than complimenting on talent.  By complimenting on effort, it’s applicable to everyone, complimenting by talent would might leave some students out.  I work with special education students and students that don’t have IEPs.   I think that as a struggling learner, it would feel pretty defeating it the teacher only complimented talents while being in a class that is an area of weakness for them.  By adopting this mindset, every student would receive appropriate feedback that would be used to foster confidence to help them to be more successful.  I really like the reference in The Power of Belief Ted Talk, where Eduardo Briceno pointed out that if someone wins they are a “winner” that means that if someone loses they are a “loser”.  Working students with special needs, I can imagine this is how they may feel in classes they categorize as difficult.  How is anyone supposed to feel confident in that type of environment?

I think that by taking this approach, it would definitely change the students’ mindset on the emphasis on grades.  I think that so many people get attached to grades as a way of being successful, me being one of them.  After a lifetime of being conditioned that success equals good grades, it’s hard to see it differently.  I think that switching to this the growth mindset teaches us that there are difference ways to show success.  I deal with students ranging from 9th to 12th grade. Some students I’m able to stay with for their high school career, others move onto other caseloads.  When students come to me in 9thgrade, I feel that they have a fixed mindset.  After reading Dwecks’s Mindset: The New Psychology of Success, I really want to make it a point to shift their way of thinking from the fixed mindset to the growth mindset.

As I watched the Ted Talk I felt inspired and encouraged to try my best, with any task given. I would definitely opt to watch more videos about the topic. I would like to show my students this to start the year off with positive thoughts.  I also found a wide range of links with information on the growth mindset.  If I wanted to incorporate teaching my students about the growth mindset, I would definitely use Pinterest.  There are some many great ideas on how to present and keep information in the classroom.  There is an “Educational Pinterest” called Educlipper, but Pinterest had far more information.

While the fixed mindset and growth mindset both focus on success, it is interpreted differently by the mindsets.  Whereas the fixed mindset sees success as being talented and labeled as “smart”, the growth mindset sees is as putting forth effort and welcoming a challenge and the possibility of failure.  Having the growth mindset in the classroom, in my opinion, will make it a better learning environment.  Students will all feel a sense of accomplishment and will actually want to learn, without reservations.  I’m going to be more mindful of this, this coming school year.  I believe I will see a change in the dynamic of my classroom.