1. Is failure a real and regularly option and experience for kids at your school? Failure exists in my class of first graders. It comes in the way of perseverance and goal setting. They attempt to achieve success in a standard. They reflect on their work and receive feedback from an adult who supports their learning. They then choose a goal for the week to improve. It looks like 1st graders being asked to write a sentence correctly. The work is checked later by the student. When they think it is ready, they turn in the work for feed back. Feedback comes in corrections or a one-on-one meeting about the work. If they forgot the period, then their goal for the week is to check for periods every time they write a sentence. There is a clip chart of goals in the classroom.
2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives? I believe I am creating a classroom of reflective learners who help each other and prompt each other (since their goal is not a secret). I also hope I am creating collaborative learners who don't fear failure.
3. What conditions exist that make it too late to learn and reach competency in your school? Can you give an example? The best example is the district benchmark assessments, and the pacing guides of lessons. Not meeting benchmarks as the calendar is expecting them to makes it too late for them to learn. I am quick to conference with those students and set new goals in hopes that they don't become discouraged, but instead treat it as a "not yet" just as Dr. Dweck describes in her video (posted below).
4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader? I am not sure how to avoid district mandated benchmark summative assessments. I understand the value of obtaining the hard data, but I also know the negative impact a failing score can have on a student. I want to believe that as a school leader I would be successful in removing practices such as loss of points for late work, or not allowing a child to retake an exam. I would hope to build a culture of it is "never too late to learn" mindset.
5. What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence? I believe I can share my classroom practices with my peers and share what I have learned and achieved with my students. I also hope to model with my team members that I learn from them, which shows them it is never too late to learn.
6. Commit to 5 things you are willing to do this semester that will make your school increase learning opportunities:
1. In my classroom I will continue to work towards teaching my first graders to set goals.
2. I will model conferencing one-on-one with student in a goal-setting process for my instructional assistants, so they will feel comfortable with the process in my classroom.
3. I will be willing to change practices or procedures if they aren't successful.
4. I joined a new school garden committee that will open new opportunities of learning for all students.
5. I will commit to continue to find news ways to expand the learning processes in my classroom and share successes with my grade level team.
2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives? I believe I am creating a classroom of reflective learners who help each other and prompt each other (since their goal is not a secret). I also hope I am creating collaborative learners who don't fear failure.
3. What conditions exist that make it too late to learn and reach competency in your school? Can you give an example? The best example is the district benchmark assessments, and the pacing guides of lessons. Not meeting benchmarks as the calendar is expecting them to makes it too late for them to learn. I am quick to conference with those students and set new goals in hopes that they don't become discouraged, but instead treat it as a "not yet" just as Dr. Dweck describes in her video (posted below).
4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader? I am not sure how to avoid district mandated benchmark summative assessments. I understand the value of obtaining the hard data, but I also know the negative impact a failing score can have on a student. I want to believe that as a school leader I would be successful in removing practices such as loss of points for late work, or not allowing a child to retake an exam. I would hope to build a culture of it is "never too late to learn" mindset.
5. What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence? I believe I can share my classroom practices with my peers and share what I have learned and achieved with my students. I also hope to model with my team members that I learn from them, which shows them it is never too late to learn.
6. Commit to 5 things you are willing to do this semester that will make your school increase learning opportunities:
1. In my classroom I will continue to work towards teaching my first graders to set goals.
2. I will model conferencing one-on-one with student in a goal-setting process for my instructional assistants, so they will feel comfortable with the process in my classroom.
3. I will be willing to change practices or procedures if they aren't successful.
4. I joined a new school garden committee that will open new opportunities of learning for all students.
5. I will commit to continue to find news ways to expand the learning processes in my classroom and share successes with my grade level team.