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.
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