Posts Tagged: Mindset

In the Classroom
Grading Students on Growth
April 15, 2018
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Grading Students on Growth

Rachel Turner

Iwasn’t born with the natural ability to ride a bike. Luckily my parents bought me one anyway and taught me, over time, how to ride. The first few times, I crashed and burned. I still have a scar on one of my knees from a nasty fall. But my parents were so patient and kept encouraging me to try again. Over time, I progressively improved my bicycle riding skills. While I never mastered this skill well enough to enter the BMX World Championships, I learned it well enough to survive while riding down the road!
In the Classroom
You Are More Than a Test Score
April 6, 2018
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You Are More Than a Test Score

Casey Dove

As time for standardized testing draws nearer, you often hear a speech to kids that encourage them to do their best because they are so much more than one test score. There is incredible truth in that statement. Students are artists, athletes, musicians, student councilmen and so much more.
In the Classroom
Weird but Not Too Weird
February 5, 2018
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Weird but Not Too Weird

Leticia Skae

Is teaching a science? An art? Or a craft? Can it be a little bit of all of those things? My husband is an executive principal, and we often brainstorm ways to solve educational problems regularly. It is quite possibly our favorite pastime. But when discussed what makes a great teacher, he explained his hiring process to me. When he interviews a teacher he is looking for a teacher that is “weird but not too weird.” (A philosophy that I’m sure he uses even in love).
In the Classroom Leadership Professional Learning
Maximize Errors to Change Mindset
January 9, 2017
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Maximize Errors to Change Mindset

Michael Bradburn

Students and teachers are working hard in and out the classroom on a daily basis.  Teachers are spending extra time planning, preparing, and thinking about their students to make sure everything is as good as it can get.  They want to have the perfect lesson, perfect materials, and perfect management plan.  Students are putting forth extra effort to make sure they have the perfect essay, perfect notes, and perfect solutions to their problems.   It seems that teachers and students are striving for perfection when mistakes are the precursor to successful learning.

What if we all stopped trying to be perfect and start learning from our errors?

Teachers naturally want to perform well and do an exemplary job in the classroom.  We want our students and co-workers to see us as amazing!  We put forth so much effort trying to achieve greatness that we may be missing great learning opportunities.  The effort and mistakes we make could lead us to learning new lessons or deepening our understanding.  Dwek’s idea of a growth mindset can have an impact on collaboration and teacher growth.  If a teacher has a fixed mindset, they may view the success of others as a failure of their own.  They see weakness in making mistakes or they may not try to implement new ideas because of the fear of failure of making a mistake.  When someone achieves great things, that makes teachers with a fixed mindset feel discouraged or inadequate.  Teachers with a growth mindset are more likely to share ideas and collaborate because the conversations could lead to both teachers learning.  They are more likely to try, and sometimes fail, at new strategies or ideas because they believe the failure leads to learning.  Teachers should be encouraged to see others’ success as a way to grow, collaborate, and share information to have an impact on all learners.

This translates directly to students.  Students may want to impress their teachers and peers.  The growth mindset can encourage learners to see their mistakes and the success of others as a way to grow and learn.  These students will often embrace challenges and risk failure to grow.  When teachers push their students to complete difficult tasks that they may not know how to solve, they can push them to try new strategies or require them to depend on peers for help and support.  In addition, teachers can become more aware of areas to reteach and focus instruction when errors occur and identified by students.

Everyone has the desire to be successful, but success often comes after a long line of mistakes and errors.


Michael is an Instructional Coach at Alcoa Elementary School. He has been an educator for 11 years. He received the East Tennessee PreK-4 Teacher of the Year in 2014 and the Wal-Mart teacher of the year in 2004. Michael is currently working on the Tennessee Standards Mathematics Review Committee and as a Teacher Partner in his school collaborating with teachers to impact student achievement. He was a Common Core Mathematics Coach in 2013. He is a graduate of The University of Tennessee, Knoxville with a Bachelor’s of Science and a Masters Degree in Child and Family Studies. He holds an Education Specialist Degree in Instructional Leadership from Lincoln Memorial University. He also serves as a Hope Street Group Tennessee Teacher Fellow, engaging his colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.

In the Classroom Leadership
Are You a S2.A.P.P.Y. Educator?
December 30, 2016
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Are You a S<sup>2</sup>.A.P.P.Y. Educator?

Tina Faust
passionate educator, blessed to be a technology integration specialist

Have you ever had a time that left you extremely frustrated? Have you found yourself aggravated because you were excluded from discussions that will impact you? Have you felt disheartened because you were not a part of the decision making process?

I confess that I recently found myself in the above scenario. Like many of you, I am a passionate educator. I was frustrated over things that are out of my control. I found myself venting to a friend and grumbling to a colleague about initiatives that I felt excluded from but they will impact me. I became mentally drained and exhausted. I finally stopped mentally rehashing the things that are out of my control and realized that I was the one letting my frustration take root. I’m usually a positive person but I was allowing my negative reactions to impact me. It occurred to me that I have the ability to control me. Regardless of whether I agree or disagree with a process or decision, I can control my reaction and my focus.

I don’t want to be a yappy, negative educator but I want to always be a S2.A.P.P.Y. educator. I can control my thoughts and my actions. When I find myself frustrated, I can stop and find the positive in the situation and be a part of the solution, not a part of the problem. I can always have a positive attitude and I yearn to be a lifelong learner.

2017 is fast approaching. For the new year, my goal is to be a S2.A.P.P.Y educator. When I find myself getting frustrated, I will remind myself to self-reflect, be a part of the solution, keep a positive attitude, maintain a perspective that involves a positive mindset, and I will yearn to learn. I can learn from every situation and I can I always control my thoughts and my reactions. Feel free to join me and get S2.A.P.P.Y.!



Attitude is Everything

Perspective is Key

Positive Mindset

Yearn to Learn

A former high school marketing teacher with Jefferson County, Tina is currently the Instructional Technology Specialist for Hawkins County Schools where she works with teachers and administrators across 18 schools to integrate technology in K-12 classrooms. A Tennessee Department of Education iTunesU featured presenter, Tina has presented at numerous professional conferences including Tennessee’s first EdTech Summit. An advocate for technology integration, Tina works with professional societies to plan, and produce annual technology conferences for teachers across Tennessee. Tina holds a B.S. in Business/Marketing Education, an M.S. in Human Resource Development, and an Ed.S. in Instructional Technology from the University of Tennessee. She is currently pursuing her Ed.D at Liberty University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.

In the Classroom Leadership
Change the Language, Change the Mindset
December 19, 2016
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Change the Language, Change the Mindset

Marc Walls

This is the first in a four-part series dedicated to the effects of the words and phrases teachers and education officials use and how they shape the culture of schools and student learning.

Part 1: The Language of Deflation and Motivation

“Easy” is a venomous word in the classroom.  Nothing positive ever occurs from referring to a task or a problem in that capacity.  In seven years of teaching, I have made mistakes and coached students through their frustrations with their teachers, themselves, and even me.  I make a commitment with my students at the beginning of each school year.   The promise I make to them is that I will never refer to any assignment, assessment, or accomplishment as “easy.”  This is typically met with the same look of confusion I receive when I assign homework on Fridays.   However, when I start to explain myself, the students typically relate in some way from personal experience.  Referring to tasks as “easy” will only create recurring problems involving students’ motivation and deflation.


There is an estimated 40 percent high school students who are chronically disengaged, according to a 2003 National Research Council report on motivation.  Motivating students, particularly struggling learners, is often one of the most challenging jobs for a teacher.  Once a student is hooked, a supreme accomplishment has taken place.  The quest to maintain that motivation begins at this point.  It can be very tempting for a teacher to want to encourage a student to attempt a problem by reassuring him or her that it can be accomplished.  

“I know you can do it; just try, it’s an easy problem.”

The teacher who makes this statement is very often making every effort to hold on to the progress that has been achieved.  The intentions can be positive, but the result is not.  Two possible outcomes will occur from this exchange and both are negative.  First, if the there was any desire to attempt the problem before, the student certainly is not going to waste his time with something you have determined to be simple.  But what if that student was engaged and worked diligently to arrive at the right answer?  What if the student applied those skills the teacher taught, was incredibly proud, and finally connected the dots between hard work and their achievement?  The teacher walks by and follows with the comment from above.  “See, it was easy.”  It was not easy for the student.  In fact, it was difficult, but the student solved the problem correctly.  The teacher has just destroyed the progress the student has made academically as well as ruined the self-esteem that was built from solving a complex problem.  Who cares that the student got it correct; it was easy.


Motivating our students becomes increasingly difficult each year, but so does determining which students are actually motivated and engaged.  The very last thing any of us ever wants to do is deflate the efforts or progress that a hard working student is making.  Using the word “easy” loosely in the classroom is one way that can happen quickly.  Refer back to the previous scenario.  A student is sitting in a desk and might or might not be disengaged from the day’s assignment.  The teacher, looking to use level of difficulty as a bargaining tool to coax what appears to be an inactive learner, reassures the student in the hope of getting some work out of the student.

“Come on, this is an easy one.  Just give it a try.”

The only problem is, it is not easy, and the student is not inactive, he is struggling.  That phrase now permeates in the mind of the child as he continues to sit there, gazing pointlessly at a problem that may be too abstract or use vocabulary he does not recognize.  Learning is difficult enough.  Learning things that are supposed to be easy?  That is deflating to any person, adult or child.  The teacher, regardless of his or her best intentions, makes the student feel stupid.

Commit to your Kids

Students know every concept they learn is challenging, so there is value in every target that is achieved.  I never have to address the topic of relevancy with my classes because the relevance lies in learning something of great difficulty.  So reflect on the way you provide formative feedback to your students.  Have you diminished any accomplishments lately?  Changing the language by removing a small word makes such an impact in improving the daily learning climate of a classroom.

Marc Walls has taught science at Northeast High School for two years. He has served as a leader in STEM integration, facilitating in services during the summer and serving as a mentor to elementary and middle school teachers. Marc worked with a team of colleagues to rewrite the physical science curriculum used in his school system. He is a graduate of his district’s Leadership Development course and was accepted into the Aspiring Administrator’s Academy. Marc was selected for the Partners in Policymaking Leadership Institute as an advocate for Autism awareness and active volunteer in his community. He is a graduate of Austin Peay State University and hold’s a Master of School Administration from Bethel University. He also serves as a Hope Street Group Tennessee Teacher Fellow, engaging his colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.