Royal Ramblings 8.17.12

When an email goes out to the staff saying I will have a column in the Royal Remarks and that the newsletter will come out the next day, my level of concern tends to rise.  The advantage of dashing off a quick newsletter is that the bar can be set low.  So here goes….

Thoughts and ramblings from the first week: 

·         I’m trying to get out in classrooms as much as possible.  When I come in, just keep going.  I want to see and hear what is going on and get the “pulse” of the school.  I’m learning lots.  Today I learned that chemistry majors and physics majors have a whole different view on life, that the human body is born with more bones than it has as it ages, that classroom rules can be acted out, and that the trees—or lack thereof—on Easter Island have implications for us today.

·         Being new is over-rated.  It’s true that we want the newest technology, gadgets, and cars, but being a beginner is tough.  As educators, we are used to being the experts.  We like being in the know and struggle being a beginner.  It is good to keep in mind that our students are always “new” in our classes and that learning isn’t always easy.  This year, especially, I can relate to what our students are feeling. 

·         I have already written a bit about mindsets. I am fascinated by this concept articulated by Carol Dweck and its implications.  People with growth mindsets see obstacles as challenges, turn setbacks into learning opportunities, and feel in control of their futures.  People with fixed mindsets believe they “are what they are.”  Their talents and intelligence are a given and unchangeable.  One main difference is that growth mindset people see the value of hard work in the learning process and are willing to struggle and take risks.  Those with a fixed mindset avoid investing themselves in hard work or taking risks.  Why?  If the work isn’t easy or they don’t immediately succeed, this “proves” they aren’t smart or talented.  Fixed mindsets want to be praised and not challenged. Do you recognize both kinds of students in your classes? 

·         The great thing about mindset, according to Dweck, is that once you are aware of it, you can actually choose your mindset.  You can learn to adopt a growth mindset.  Actually, that is a bit frightening if we examine ourselves too closely.

·         Generally speaking, educators love learning.  We especially love learning about our area of specialty.  It is, after all, why we picked it.  I can see your enthusiasm as I come into your rooms.  Who but a teacher could get so excited about crustaceans, sig figs, or onomatopoeia?  We are sometimes surprised when others don’t share our enthusiasm.  Go figure.

·         Here is the kicker: This year we are all going to be beginners with the new evaluation system.  The good news: I’m not alone as the new guy!  The bad news: We might not enjoy the uncertainty of being new.  The good news part II: We do have a choice.  We can choose to have a fixed mindset or a growth mindset.  How we choose will directly impact how we experience this new model.

Look for a separate email on Monday with more detail on Indicator 2.1 of the Teacher Effectiveness Rubric.  I’ll try to raise the bar.  I hope it is helpful, but it may get long.  Consider yourself forewarned.