TEd Talk: Grit - The Power of Perseverance

TEDTalk: Grit - The Power of Perseverance

https://www.ted.com/talks/angela_lee_duckworth_g

Angela Duckworth TEd talk - teacher turned psychologist

What have you personally learned about teaching from the video?

Grit, "passion and perseverance for very long term goals" (Duckworth) is the defining characteristic of successful people. "Grit is a marathon, not a sprint" (Duckworth).

What is the author's message that we are meant to take away from the video?

Duckworth cites Dr. Dweck's growth mindset theory as "the belief that the ability to learn can change with effort". Teaching a growth mindset is the closest thing we can do to teach grit, work ethic and motivation. 

Will you use any ideas from the video directly with your students?

Teaching students that failure is not permanent is an important concept. We learn more from our mistakes. Tying growth mindset with what we know about teenage brain development could help students feel engaged and empowered to take charge of their learning.  

What questions have arisen for you in the reading?

How can we cultivate a growth mindset in the classroom? 
How does growth mindset fit into teenage brain development?
What are some growth mindset strategies to be used in the classroom?
How can I incorporate growth mindset into library instruction and/or collaboration with content area teachers?

What competency(ies) are addressed by the reading?

ProEd a.3.a. In the area of learner and learning: Learning environment as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner’s interests and passions; 

How: Growth mindset is a strategy for helping students take control of their learning.

ProEd c.2. In the area of learning facilitation practice: Planning for learning facilitation, as demonstrated by an ability, as an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals;

How: Growth mindset is a cross-disciplinary skill that will help students be successful across content areas.

ProEd c.3.a  In the area of learning facilitation practice: An understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines

How: When students learn that failure is not permanent, a growth mindset leads them to keep trying until mastery is achieved and can increase their intrinsic motivation to continue learning.  

Article: A Letter to New Teachers

What have you personally learned about teaching from the reading?

I have learned that there are things I can do to thrive, prevent burnout and take ownership of my work including surround myself with positive people, cultivate my inner locus of control, let go of resentment and look at the bigger picture instead of focusing on the draining details.

What is the author's message that we are meant to take away from the reading?

Our actions matter more than our teaching conditions. While the circumstances can affect us, they do not define us. 

Will you use any ideas from the reading directly with your students?

I think modeling and using all of these proactive methods to adjusting to challenging conditions can be utilized with students. I recently had to reframe a challenging situation with Chromebook issues for myself and a student. While Chromebook issues are popping up for many students, it seemed to happen more frequently with 3 students - one of whom is particularly sensitive to changes in his routine. I was never frustrated with the student but was starting to get very frustrated with IT who did not seem at all concerned about the repeated issues or the impact on student learning, teaching plans and my time. While attention to the draining details is important in computer troubleshooting, my focus with the student turned to how he and I had become a team in figuring this out.  We started by cultivating our inner locus of control and talking about ways we can take control of this situation (for him - use a network desktop, for me - elevate the severity of the situation with IT). His frustration started to ease and he began to come see me with productive comments about his experiences. We are still battling with IT to eliminate these errors but our relationship and our mutual respect for each other have grown. 

What questions have arisen for you in the reading?

What is my passion project? What are my gifts? What are my gaps?

Passion project - podcasting? eblock mini-lessons, activities

Gifts - technology skills, general positive outlook, willingness to learn

Gaps - seeing the big picture, multi-tasking

What competency(ies) are addressed by the reading?

ProEd d.1.a. Being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community;

Article: Choosing to Be Positive

Article: Choosing to Be Positive by Jones, Bailey, Brion-Meisels and Partee

What have you personally learned about teaching from the reading?

From reading this article, I have learned that it's best not to remove a student from the classroom for challenging behavior but to use that opportunity to teach the student self-regulation and conflict resolution strategies.

What is the author's message that we are meant to take away from the reading?

Developing quality relationships with students are important to student learning and growth. With challenging behavior, punitive disciplinary measures are not effective. Using the foundation of a quality relationship to teach students with challenging behavior the skills necessary for conflict resolution is a more effective method.

Will you use any ideas from the reading directly with your students?

I am interested in the classroom council idea however I think a less formal "debrief" session at the end of a block (like Paula P recommended in our cohort meeting) might be more suitable for a high school classroom. Students are prompted to share not only what they learned, but also what didn't work in class also and how we can improve for the next day. 

What questions have arisen for you in the reading?

What types of things would you have in a Cool Down toolbox for high school students? Often high school students are allowed to "take a walk" to remove themselves from the stressful situation but I have always wondered if leaving them alone with their thoughts is helpful or harmful. A teacher at our school has a sensory walk area that students can use but I wonder how often it gets used and by whom.

What competency(ies) are addressed by the reading?

a.3.a. In the area of the learner and learning, Learning environment, as demonstrated by: Working with learners to create and access learning environments that support self-directed individual and collaborative learning, based on each learner's interest and passions; 

How: The SECURe strategies recognize the student's role in addressing behavior issues and building relationships with adults and peers. Scaffolds are provided to teach students how to resolve conflict.

a.3.b. In the area of the learner and learning, Learning environment, as demonstrated by: Use of learning environments not limited to the classroom, but extended into the larger community as well as virtual experiences

How: The SECURe strategies can be implemented outside of the classroom and should be a school wide effort.

d.2. In the area of professional responsibility: Collaboration, as demonstrated by collaborating as a member of the larger learning community, with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning and well-being.

How: For the best social-emotional growth to occur, it needs to be a schoolwide effort to create a culture of non-punitive measures for resolving conflict.