TPE 2: Creating and Maintaining Effective Environments for Student Learning
Creating and maintaining effective environments for student learning includes: promoting students’ social-emotional growth, creating learning environments that promote student learning and positive interactions, establishing safe learning environment, having access to resources to support all types of student needs, maintaining high expectations, and establishing clear expectations (CTC, 2016).
Artifact 1: Growth Mindset (Literature Review)
Growth mindset is the belief that intelligence is malleable. Instead of intelligence being fixed and something we are either born with or without, growth mindset teaches students how to take control of their own learning by understanding that growth stems from our thought process and the importance of failure. According to MindSetWorks, “when students believe they can get smarter, they understand that effort makes them stronger. Therefore, they put in extra time and effort, and that leads to higher achievement.”
Throughout the school year, I introduce one growth mindset one at a time to my students. I have my students practice growth mindset together as a class and in individual moments when appropriate. We will sometimes act out mock scenarios so students have the chance to practice applying a growth mindset and observing classmates attempting to use a growth mindset. According to MindSetWorks, “with practice, neural networks grow new connections, strengthen existing ones, and build insulation that speeds transmission of impulses. These neuroscientific discoveries have shown us that we can increase our neural growth by the actions we take, such as using good strategies, asking questions, practicing, and following good nutrition and sleep habits.”
The below artifact shows how I have taken the common fixed mindsets and superimposed on top of them the growth mindset way of thinking. These mindsets are always visible for students to see and I often try to tie projects and other events to the growth mindsets so that students are always reflecting and assessing themselves with the growth mindsets in mind.
References:
CTC. (2016, June). California Teaching Performance Expectations. CTC website: https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf
MindSetWorks. (n.d.). Decades of Scientific Research that Started a Growth Mindset Revolution. MindSetWorks website: https://www.mindsetworks.com/science/
Artifact 2: Habits of Mind
Habits of Mind is another mindset that helps students confront problems. It teaches students how to intelligently respond to events and challenges that arise through the day. One of my favorite Habits of Mind is “persisting.” This is often one of the first habits that I present to my classroom. I have high expectations for my students and push them past their limits when they are ready for it; however, this is only possible once students have learned how to persist and stick with a hard task. So much growth can take place when a student persists to the completion of a project.
Artifact 3: Tools for Thinking
I believe that the more strategies and learning tools we can provide our students, the more success they will gain in all situations of life. Students use tools for thinking to expand their thought process and produce more meaning in their writing. I feel it is very important for students to learn thinking tools at an early age so they can practice applying them to their reading and writing.
