“Dweck says she used to think that growth mindset was a simple concept. ‘But then we started becoming aware of all the ways that it might be misunderstood or not implemented in a compelling way. One thing we’ve learned in the past five to 10 years is how the nuances matter.’”
“When it comes to how we talk about and interact with middle schoolers, we need a new mindset, says Fagell. ‘Rather than looking at this phase with dread, see it as an opportunity to share your values and solidify your relationship with your children.’”
“For five minutes of each class period, I read aloud to my middle school students. I’m often asked how I “give up time” each day to read, but the five minutes are a gift to my students. Spending this time each day enriches the classroom community, allows me to share a love of reading, enhances my language arts instruction, and exposes students to new authors, genres, and themes.”
“Watching young children interact with the world can provide an important reminder of science as a process and frame of mind rather than scope of content. Trying the same puzzle piece in every orientation in every slot is part of a systematic approach to problem solving. Modelers trying to represent a new phenomenon have to start out the same way, and geneticists might be reminded of their own shotgun approaches.”
To effectively instruct with graphic novels or comics, teachers need to make sure that students understand how the medium functions. Just as every word and aspect of grammar is purposeful in a traditional text, every part of the panel in a comic or graphic novel is used with intention. The placement of words, movement of lines, and chosen colors all have a purpose. Examining these details provides accessible channels for students to gain not only literary and artistic comprehension but also social-emotional skills.
“Addressing plagiarism requires building students’ confidence in their writing, developing skills to navigate school stress, fostering investment in the assignment, and creating understanding of plagiarism and attribution. As a teacher, I have agency to address these issues. My response to plagiarism addresses four forces that lead a student to plagiarize.”
“Similarly, when teachers are tackling a broad problem like English Language Learners’ ability to pass an accountability test, it’s easy to list all the things students can’t yet do. Teachers get overwhelmed by all the ways their kids are struggling. And that makes it hard to move from talking about the problem to action. Scharff Panero coaches teachers to look at the test itself, identify a section where students struggle the most, and then look for patterns in why they aren’t scoring well in that section.”