Jan... What built the urgency in my mind is the research described in the book. It felt so important to me that I decided to lead not only this book study but one in the five title 1 schools in my district. Sharing the research is one powerful way to bring others with you. I'd urge you to get the book!!
Sent from my iPhone On Feb 9, 2013, at 6:06 PM, "[email protected]" <[email protected]> wrote: > > First I want to say that I am not reading the book with you all, but I am > reading your posts. > Jennifer, what you have written makes me think. Maybe responses to my > questions are in the book, and I need to get a copy. > I am working hard in my classroom not to promote a fixed mindset. The > teachers and admin in my building know about a fixed mindset, but boy! is > that a hard habit to break. People who know better -- me included at times > -- still promote that fixed mindset. We say things to students and each > other about students being smart and capable. > How do I remind my colleagues not to talk that way? I think that until we're > all on the same page, we're not going to make much progress. Jan > > > Quoting "Palmer, Jennifer" <[email protected]>: >> Let's do some talking about this idea of Johnston's that when we tell a >> child he >> is a "good boy" ...or a "good reader"...it automatically sets up a fixed >> performance frame for students. If one can be "good", one can also be >> "bad"...we >> confirm the idea that people have fixed and unchanging abilities. >> Johnston shares some thought-provoking research that we need to consider. He >> writews on page 11: >> "When children holding fixed theories encounter difficulties, mistakes become >> crippling. Worse, if they think a task might be difficult they choose to not >> even try so that they won't fail and look stupid. They choose not to try, >> even >> if it means losing an opportunity to learn something important. They choose >> instead to look good, or at least not to look bad at whatever they are >> doing." >> >> I am thinking back to several students I had difficulty motivating and am >> considering now the damage I might have been doing when I encouraged >> struggling >> students that they were indeed "good readers" instead of focusing them on >> their >> process. >> With Common Core coming up for many of us...where we will be asking students >> to >> work in more complex texts...to persist in solving difficult problems in >> mathematics...to design their own inquiries in science...What implications do >> our students' theories about being smart or becoming smart have for us in >> this >> new and rapidly changing educational environment? >> >> Do you agree with Johnston's points that our language can develop childrens' >> worlds and views about learning? What changes will you make in the language >> you >> use with your kids TODAY, in your classroom? >> >> >> Jennifer L. Palmer, Ed. D. > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
