Through the stories/examples in chapter 7, “Grow Your People”,
these were the ideas that caught my attention:
Page 152 - “Paul Butler didn’t shrink the change. Instead,
he grew the people.” I think when we are faced with a difficult task, breaking
it down can be helpful. When the task or change becomes a part of who you are
it can be powerful and create momentum for hard work.
Page 156 - “Identity is going to play a role in nearly every
change situation.” Individuals need to take ownership of their work. When one
has ownership in the process, change or learning can be more meaningful.
Page 165 - “A growth mindset compliment praises effort
rather than natural skill.” I try to remember this with my students. I have
learned to choose my words carefully, wanting to acknowledge the hard work and
not just the finished project. Noticing each step in the process, the positives,
as well as the struggles, can sometimes help students continue to strive for
change and growth in different areas.
Page 168 - “But to create and sustain change, you’ve got to
act more like a coach and less like a scorekeeper.”
We need to point out what is working well and keep
practicing to get better or make a change.
Page 169 - “We will struggle, we will fail, we will be
knocked down-but throughout, we’ll get better, and we’ll succeed in the end.” I
think it is important for anyone trying to make a change to keep this in mind.
Students need to know we will be there to support them.
Page 175 - “There’s no “never” at Jefferson anymore, only a “Not
Yet”.” I really liked this idea. So often kids and adults get hung up on grades
and not the actual learning or growth taking place. The idea of “not yet” allows
one to notice that some work has been done, but the job is not over. That’s ok.
Keep working.
Page 175 - “The Elephant has to believe that it’s capable of conquering the change.” The
idea of confidence is an important part of making a change.
Andrea, it's funny reading the quotes and parts of this chapter that stood out for you because I filled my journal with the same ideas! I also liked the message about helping people develop the strength to act by building them up. The "foot in the door" technique section was probably my favorite though. The concept of people being more receptive to developing new identities through one's growth of small steps makes so much sense especially in the classroom.
ReplyDeleteI found the idea of our identity playing a role in every change situation intriguing. I was drawn to the story of the employees at Brasilata becoming “inventors.” The pride the employees took in this “inventors” identity had incredible results for the company and is comparable to what we do in our classrooms. During the writers’ workshop portion of our day, I call the students “authors” and we work to develop their author’s craft. The buy in to this “author” identity has led them from drawing pictures to labeling to attempting complete sentences. They take great pride in their work and sharing their pieces.
ReplyDeleteI thought the same thing!!! Just the simple change of calling the class "authors" during writing, "readers" during guided reading, and "scientists" during our science experiments really has a big positive impact!
DeleteI thought this chapter was applicable to what we do everyday and shows the impact of our interactions with our students. I also found a strong connection with what you pointed out on page 165. We of course want to praise our students, but don't realize that how we do that can have positive or negative messages. This part about pointing out and praising the effort is something that is very significant in growth mindset and reminds me of the book "Choice Words". Ever since reading it, I've become really conscious of the words I use, specifically what I praise. I try to make bigger deals of the steps and effort they are taking to grow as learners rather than their abilities. I also make a point of explaining this to parents; that the work that goes home is the end product, but the main learning happens in the process and the work to get to what they see in their child's backpack.
ReplyDeleteI found that I wrote down several of the same quotes from the chapter that Andrea pointed out. This book mentioned Dweck's Growth Mindset book that we blogged about last year. I continue to struggle with Dweck's book and ideas. It specifically stated that people need a growth mindset. My question is WHY? Aren't we setting people up for failure? What can't people just accept that they may not be the next Tiger Woods, as the odds are slim to none that this will happen. This portion of the book reminds me of the transition piece inclusive education teachers have to include on student IEPs. Don't get me wrong, I do not want to shoot down a students dreams; however, I want students to think realistically and to have a back up plan just in case it is needed. For example, if a student wants to play for the NBA in the future, it would be a possibility if the student actually played basketball in high school. That would be the first step. Yet, when a student never dribbled a ball and is 17 years old, I would say that a back up plan is needed.
ReplyDeleteI also struggled with Howard on page 174. Everyone was put on a college bound track/identity. My question here is what is wrong with a vocational track? This woman eliminated Ds and Fs and gave grades of NY = Not Yet. While that sounds nice, it goes against what was stated earlier in the chapter which was along the lines of how failing is the best way to learn.
In my first read through of the section in the book about Howard, I thought she was really onto something. I believe we have real issues with students and a culture of failure at the HS. I think students are okay with a poor grade, because "at least they were done" (174). I see this a lot, and it bothers me. So this section of the chapter encouraged me. But as I re-read and pondered, I realized I do agree with Dawn, what's wrong with a vocational track? And can all students go to college? Nice idea...but reality? NY sounds good, but is it reality in today's culture?
DeleteKathy, it's interesting you mention "today's culture" with all of this. I couldn't help but think this was yet another way to keep students from feeling responsible for their actions. I love the notion of encouraging kids to keep trying...but sometimes a "D" or an "F" is given because of effort. I totally understand, throughout a unit, encouraging kids to continue trying; however, when it comes to larger assignments, we need them to succeed! We can't tell them to "try again next time," and hope they actually will. I feel like creating euphemisms for failing won't actually help. I find it hard to believe that a school could be as successful as the book mentioned simply by eliminating a failing grade? Students need to buy in to a program, and making it easier for them to complete minimal work doesn't seem to be it.
DeleteKathy, it's interesting you mention "today's culture" with all of this. I couldn't help but think this was yet another way to keep students from feeling responsible for their actions. I love the notion of encouraging kids to keep trying...but sometimes a "D" or an "F" is given because of effort. I totally understand, throughout a unit, encouraging kids to continue trying; however, when it comes to larger assignments, we need them to succeed! We can't tell them to "try again next time," and hope they actually will. I feel like creating euphemisms for failing won't actually help. I find it hard to believe that a school could be as successful as the book mentioned simply by eliminating a failing grade? Students need to buy in to a program, and making it easier for them to complete minimal work doesn't seem to be it.
DeleteAs I read this chapter I liked many of the examples that were presented, but the quote that you picked on page 169 was my favorite. I think that this is a fantastic way to view the process of change and it is something that as an educator I always need to keep in mind for my students and myself. Our students need to know that they will not always get it right the first time and we are there to help them get better. I also need to remind myself of this because sometimes I am my own toughest critic. I can tell others that it is alright to learn from struggle, but I think it is even harder to tell myself that in the moment. I feel that if I am going to ask students to believe in this philosophy that I must also push myself to take this same viewpoint when assessing my own mistakes.
ReplyDeleteI really enjoyed reading this chapter because I think it relates very well to education. On 156, the authors say that "identity is going to play a role in nearly every change situation." One of the constant struggles that I have is getting students to see themselves as readers and learners. So often, students form this identity model and only identify themselves as non-readers. I am constantly trying to change my students' identity model, similar to how Brasilata cultivated the identity of "inventors." I think it's extremely important for students to identify as learners, and oftentimes, they have been told that they are simply "bad students" or "lost causes" and their motivation slowly dwindles. This chapter reinforced my belief that students need to identify as learners. Another thing that stood out for me in this chapter was, again with Brasilata's company, how they encouraged collaboration and valued the input of their employees. It was amazing to see how encouraging collaboration and valuing input helps to increase participation. This is very relevant in the classroom as well. If students feel like their voices are heard and valued, then are more likely to want to participate and to see themselves as important. I will continue trying to cultivate a growth mindset in my students.
ReplyDeleteThe quotes Andrea mentioned from pages 165 and 168 remind me of an article I give to my AP Calculus students and parents at the beginning of the year, "Finding the Glory in the Struggle: Helping Our Students Thrive when Math Gets Tough" by Suzanne Sutton. Here are a few quotes from the article.
ReplyDelete"Learning mathematics is a struggle at some level for all of us. Rather than seeing this struggle as something to avoid, we can see it as one of the most valuable things offered to our students. Mathematics offers them an opportunity to learn how to work through the struggle, how to bring to it what they have, how to find and use the things they need." "A rigor of thinking and a clarity of expression is demanded that will stretch them beyond familiar styles." "Children learn many things in school, encompassing not just what they've learned, but how they've learned. Maneuvering through struggles in school, young people learn how to meet challenges for which there is no map, and no shortcut. Life will present them with struggles, whether we wish this to be so or not. How they approach the struggle of mathematics will affect how they approach the struggles in life." "Praise the process. If students are in the game, working at it, struggling and coming to understanding bit by bit, let them know how great this is!"
"We will struggle, we will fail, we will be knocked down-but throughout, we’ll get better, and we’ll succeed in the end." I like this idea and took note of it, as well. I believe we try to get this idea across to students because we know that struggling and persevering will eventually lead to success; this idea is also supported in the Growth Mindset book. My issue is that there is notroom for kids to fail, struggle, and learn on a developmental level, as all students are expected to be the same and pass the same tests. The idea of failure is really not built into the state expectations of all students passing all regents. The focus is on scores rather than learning and we, the teachers, are penalized on the APPR if we have failures, and the school district is penalized if we don't have the passing numbers on par with state expectations. The focus is no longer on learning. Anybody who has succeeding in something had to face struggle and failure, find motivation and perseverance, continue working and eventually find some success. We don't have that luxury it seems.
ReplyDeleteI would have to say chapter is the one that spoke to me the most (so far)...not too much mention of the darn elephant and rider! Thank goodness. As read this book I am trying to make connections to education. I think something needs to change to improve our school culture...and it seems to me that "growing our people" may be our best option. Like the St. Lucians, I think we need to grow our people (students and staff), we need to swell the pride in BCSD...through the process of identity! I can only speak to the climate at the High School, but I would say there is a real need to boost our sense of pride in our school. I loved the example of the nursing staff in New Mexico...where they surveyed staff to see why they STAYED in their jobs. I know our district-wide climate committee is in process of surveying all the members of our community, but to be honest I have not completed the survey yet. I wondered if anyone on the climate committee read this chapter! And, although I am not on our school-wide climate committee, I want to give them a copy of this chapter. I think there are many things to be proud of at schools...perhaps we need to focus on these things more.
ReplyDeleteI would have to say this was perhaps my favorite chapter in the book so far. It got me thinking and feeling hopeful. I loved some of your comments- especially those about calling your students authors or scientists. And, I would love to read the article Jane shared with her advanced math students!
That quote on page 169 is one I starred and circled. I want it on a poster in my room. I love the idea of encouraging kids that they will fail...a lot. I don't want to teach a class where all of my kids think if they don't get it right, they have to give up. I'm reminded of that one video where the teacher describes grading quizzes for kids and puts it in a way where she says, "You got two right! That's better than none!"
ReplyDeleteI want my kids to feel successful, but I also want them to understand that successful people need to fail. I also want a huge poster of that "U" graph mentioned on page 168 for kids to reference. Especially in AIS, all the valley "stuff," is extremely important. My kids aren't the ones who succeed the first time...or the second time. My kids are the ones who need to be reminded every waking moment that they'll get there eventually. But eventually is a tough concept for a 9th grade kid who can't remember where he left his backpack. I feel like the concept of growing my people is what I need for AIS. I need my kids to realize that yes, they will fail. But they will also achieve and grow more than they can imagine. That's what high school is about! It's when we give up that none of it matters.
That quote on page 169 is one I starred and circled. I want it on a poster in my room. I love the idea of encouraging kids that they will fail...a lot. I don't want to teach a class where all of my kids think if they don't get it right, they have to give up. I'm reminded of that one video where the teacher describes grading quizzes for kids and puts it in a way where she says, "You got two right! That's better than none!"
ReplyDeleteI want my kids to feel successful, but I also want them to understand that successful people need to fail. I also want a huge poster of that "U" graph mentioned on page 168 for kids to reference. Especially in AIS, all the valley "stuff," is extremely important. My kids aren't the ones who succeed the first time...or the second time. My kids are the ones who need to be reminded every waking moment that they'll get there eventually. But eventually is a tough concept for a 9th grade kid who can't remember where he left his backpack. I feel like the concept of growing my people is what I need for AIS. I need my kids to realize that yes, they will fail. But they will also achieve and grow more than they can imagine. That's what high school is about! It's when we give up that none of it matters.