I wholeheartedly agree with Johnston's points that our language can develop childrens' worlds and views about learning . . . I am amazed at how young this idea of 'fixed performance mindset' begins. I teach first grade and my six-year-olds seem programmed to crave judgement from the adults around them - when I respond with a "hey, how'd you do that?" (whether it's because they just zipped their coat or self-corrected an error independently) the smile on their face reflects their sense pride in having accomplished something magnificent but they question if what they have just accomplished makes me happy, proud etc. . . . I know they ask because they are used to words that judge . . .
After years of using the Responsive Classroom approach, a widely used, research- and evidence-based approach to elementary education, I feel like I am on the right path to 'opening minds' . . . reading and listening to colleagues, participating in discussions like this one and holding myself accountable for using language that focuses on process not only with my first graders but also with my colleagues helps keep that dynamic-learning frame alive and in the forefront of my mind everyday . . . hoping that a paradigm shift can occur on a wide scale while doing so . . . Jeanne Dionne 1st Grade Teacher North Stonington Elementary School 860-535-2805 ext. 103 "Love and respect all children for with the passing of time they become us." ________________________________________ From: Mosaic [mosaic-bounces+dionnej=northstonington.k12.ct...@literacyworkshop.org] On Behalf Of [email protected] [[email protected]] Sent: Saturday, February 09, 2013 4:05 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Opening Minds Chapter 2 The problems with praise 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 _______________________________________________ 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 All emails using the North Stonington Public School’s email system should conform to BOE Network Policy # 4118.5, and may contain confidential or privileged information. If you have received this in error, please delete this message and any attachments and notify the sender by replying to this email. _______________________________________________ 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
