MIndsets in the Classroom 5

1/4/2017

Happy New Year Cross Creek Educators!

Chapter Five, How Can Students Learn From Failure? is worth reading twice! I must admit I internalized the chapter and kept thinking did I do that? when I was teaching at Cross Creek. I may have worked very hard with students who were in academic jeopardy, but did I have a conversation with them that failure was a “step in the right direction to success?” NO. Did I help them to respond to failure in a POSITIVE (yes, I mean positive) way? NO. Did I build in opportunities for students to learn from the failure or did I just enter the grade and move on?
Chapter Five will really make you think about your personal attitudes about students, failure and the possibilities of success born from that failure.

Instructions:
Read chapter five, click on blog "comments" to answer. Number your answer to correspond with the question. For the application portion, we will meet for 30 minutes after Rounds review on January 25, location TBD, for a fun and interactive demonstration.

VETERAN TEACHERS:
1. How did you learn to embrace failure?
2. Describe one way you implement (or will implement) “learning from failure” in your classroom?

Beginning Teachers:
1. How did you learn to embrace failure?
2. According to Daniel Pink how do extrinsic rewards in inhibit growth mindset in students?

Remember there are cut-off limits, so brevity is the order of the day!

If you have questions feel free to contact me. athetford@edumentality or [email protected].

In this hybrid book study teachers will earn a total of 12 hours (1.2 ceu's) for reading each chapter, responding to discussion prompts online, and sharing application of ideas. You will be given no later than (NLT) dates for completing chapters.

I want to thank Melissa Storms for giving me much needed help with this study. In growth mindset fashion, I had to experience a little failure in order to become a better blogger.

27 Comments

Kelley Hasapis

1/4/2017 01:58:01 pm

1. Failure is a hard pill for anyone to swallow. It is so hard not to take failure personally. It is easy to say that failure is an opportunity for improvement but often our feelings are so hurt that we rarely use it as a learning opportunity. However, if we truly want to say we have a growth mindset, we must embrace the belief that failure is malleable and should be used as a spring board as to improve ourselves and our thought processes.
Personally, I still tend to process failure negatively. First, I am a perfectionist and when something doesn't get the outcome I expect, I tend to see it as a reflection of myself. I internalize it but not in a positive way. I am continually trying to take positives experiences from these failures, but I admit that I have a ways to go. I know that there is something to be learned from all experiences, and I know that I have to work harder to glean positives from these failures.
2. As hard as I am on myself, I feel that I am much more growth minded toward my students. I try very hard to let them know that failure is an opportunity to learn. It is hard for students to "learn from failure" but with enough work, we can get them to understand. I feel that I constantly reinforce the notion that many people fail multiple times before they reach success. It is a fantastic way to think, and It can help them in all areas of their lives.

Alison Thetford link

1/9/2017 07:21:37 am

Thank you Ms. Hasapis for your submission to the discussion on failure. You are correct about failure and how hard it is to convince students that failure is part of the human experience. I think the author wants teachers to be active by "teaching/modeling/discussing" ways for students to deal with disappointing performance. We all have had students that were unwilling to listen to criticism or to try new things (because they don't want to look foolish/"dumb"). In true early college fashion, being deliberate, intentional, and consistent with a message to students that may have failed to the point of giving up, or students that avoid challenges due to fear of failure, or students that have problems with perfectionism. Teachers can help by providing a more positive outlook on failure. You are certainly on your way!

Kenny Huffman

1/5/2017 02:47:05 pm

1. I recall a Churchill quote "failure is never fatal". I accept that failure is a possibility, but I won't let it define me. My father was quite an optimist when it came to his children, so I imagine that some of that mindset is a product of nurturing. I think also as we gain experience, we learn to look at the bigger picture and acknowledge that the challenges we encounter personally or professionally are only a portion of the larger story.

2. I don't have a specific technique as such. I think our collective point is that it is a mindset, an attitude, an ethic that communicates our understanding of success to our students as we prepare them for professional life.

1/9/2017 07:59:25 am

Thank you very much Mr. H for your blog submission. I am so glad that you mentioned your father. Things like family or cultural norms can influence how failure is perceived by a student. Your experiences gave you a pragmatic foundation when dealing with failure. I believe it's that attitude that guides you in your classroom and that is a good thing. Not all students have had the same experiences growing up. For some, failure is associated with personal value (If I get an "A" I am "good," but if I get a "D," I am "bad."). Having an overt discussion on the topic(perhaps using Churchill's quote) with students may provide food for thought for some who look at failing as the sum total of who they are as a person. I look forward to the 25th!

Julia Little

1/7/2017 06:46:34 pm

Beginning Teachers:

1. How did you learn to embrace failure?

How I have learned to embrace failure depends on the type of failure. For example, almost everyday I think of a patients at Walter Reed AMC that I am convinced we surgeons harmed because of poor judgment on our parts, such as operating on an abdominal aortic aneurysm when it was only 4 cm in diameter instead of waiting 3 years or more when it had grown to 5 cm in diameter, or deciding that bleeding was so bad from a traumatic gunshot wound that we removed one kidney from a young gang member when we should have worked harder and longer to keep it) I shall never truly embrace those failures, although I can definitely tell you that I learned a HUGE amount from them. But then, that is what internships and residencies are for and why they last many years.

I began to learn how to embrace academic failure when I earned my first "C," on my 21st birthday, in Chemical Engineering Kinetics. I embraced it as a NEED to take a more advanced class and master the material in a different way, with study groups and additional, reinforcing problems. I embraced significant academic failure when I earned mainly "passes" and only about 20% "honors passes" in medical school with HIGHLY competitive, smart classmates.

I am still learning how to embrace failure with the raising of my four daughters when they call me "the dementor," or "Ellis Grey." I am still learning how to embrace my failure to instill responsibility, budgeting, career planning, boyfriend choice, empathy,etc, in some of them. I still raise my voice a lot. I pray a lot that I will learn from my failures and not repeat them again.

2. According to Daniel Pink how do extrinsic rewards inhibit growth mindset in students?

Extrinsic rewards, such as stickers, money, candy, homework passes, movie days, dropping of the lowest grade, and offering extra credit "extinguish student creativity and foster short-term thinking." (pg 71) However, extrinsic rewards are the American way, whether it be through GPA, leading to higher class rank, more prestigious college acceptances, scholarships, membership in honor societies or organizations; recognition by classmates as the "go to" person to explain something or copy assignments from; leadership positions (SGA president, head cheerleader, football captain, team manager); career or military rank promotion; salary; professional school acceptance; advanced degrees; business success; and right out materialism in the cars we drive, clothes we wear, homes we live in, vacations we take, restaurants in which we eat. The intrinsic rewards of helping the overall society through communal farming, "flat" living, mandatory military service, and dictated manufacturing goals have been tried in Cuba, the Soviet Union, North Korea, and communist China, it seems to me, unsuccessfully.
In our capitalistic society, the extrinsic rewards of money (salary, wages, investments, stock options); certificates (advanced degrees, resume entries from noble community service endeavors (hmm, think of unfortunate Mr. Lallier's world of lawyers at the moment, despite his service as PWC Chairman); and prizes (hoarded materialistic goods) are the motivators of people. Obviously, about half of the country agrees with this approach based on our recent November 2016 election. So, I suspect that we, as teachers, need to start to change the mindset of our students so that it eventually carries over to our own society.

1/9/2017 01:35:46 pm

Thank you very much for your blog submission Dr. Little. Your answer to question number one was quite thoughtful in a couple of ways. It delineated between the past and present as well as professional and personal. Experience is the best teacher, don't you agree? Your last sentence, "I will learn from my failures and not repeat them . . ." could be a mantra/class statement/affirmation for your students. Don't be afraid to pass on words of wisdom in this regard.

Your answer to number two is comprehensive in nature and I get all of what you are saying. In my experience, extrinsic rewards only work when they are (1) not expected by students, (2) inconsistently given, and (3) infrequent in nature. When you feel students do not appreciate the "thing" you are giving, it's time to stop. Also, think about ways to help your students seek satisfaction in a job well done- a gift they give to themselves.
Wonderful commentary- I look forward to seeing you next week.

Rod Hosking

1/12/2017 09:15:04 am

1. Embrace is a somewhat euphemistic term perhaps in evaluating my feelings and relationship with failure; however, it is a relationship which has spanned my life with both fortifying and equally detrimental effects. I accept it. It is simply part of life and always will be. Whilst I certainly never look forward to failure, it, more than any other one indicator, has helped me excel in whatever endeavour I was trying to excel. Failure itself is not something instructive if not reflected on and eventually evaluated. Why did I fail? What could I have done differently to get a different outcome? Where can I improve?
2. I truly believe the very nature of most classrooms across America today "embrace" the idea that failure is relevant, instructive, and necessary for personal/academic growth. The answer to whether or not the powers that be in today's educational landscape - the ranks of school administrators, lawyers, officials - both elected and appointed as well as parents is far more dubious(okay, I am being VERY generous here!). I bring this up as I find myself constantly fighting a battle of convincing students of this need when many factors wholly outside of my control say the contrary. I try to change the prevailing mindset that the grade rather than the learning is the prize. So ONE way I do this is to give constructive feedback on assignments(when able) in order to show the students why he/she did not fare well and what would be steps that could improve that performance. If I play chess and never lose, I never improve. I can only personally improve with failure - which you might even replace with the word challenge.

1/23/2017 03:04:20 am

Thank you for your submission, Mr. Hosking. I think you were spot on when you said that failure (eventually) brought you excellence- but so many students look at failure as the end of the line, not the beginning of struggle to reach excellence. In fact, many students would rather cheat their way to "excellence" than to take the time to do the work to improve . . .enter this book study. As professionals in the business of educating, we have somehow learned to manipulate, even the most trying situations, into something better than it was before we started. I believe the author wants us to "insert" moments of outloud teacher talk so that students can hopefully adopt some of that talk themselves. I think we think that students at this stage of their lives would know those skills. I am convinced that some do, but others? No.

Keep messaging that work is so much more important than the outcome. Little by little, students may be able to see that in their actions and by virtue of them persevering, their products will improve.

Keno Kerr

1/17/2017 08:10:32 am

1. How did you learn to embrace failure?

After failing at biology in high school and my friends kept on passing I wanted to pass so badly so after failing I learned from failing repeatedly. I learned how to better manage my time to get more studying done I learned how to better organize my work to get more out of studying and i to ask others questions to questions I didn't understand. The ending of first semester I got a very low grade and second semester i got an - A. That was when I learned that by failing I learned, how to change and what to change in order to be successful.

2. According to Daniel Pink how do extrinsic rewards in inhibit growth mindset in students?

This limits growth mindset because it causes students to only think or do the minimum amount required to get the reward promised for achieving a set goal. Extrinsic rewards limit students ability to grow and causes students to not want to achieve beyond what was promised.

1/23/2017 03:14:33 am

Hello Mr. Kerr, thank you for your submittal. I enjoyed your story about biology. Somehow, you learned that in order to pass, work had to happen! Sadly, not every student has that mindset. For some, they believe that failing is something that "just happened." Also, many students give up and stop trying. As adults in the classroom, we really must do better in communicating that work is important and that failure isn't the end of the story, The author of the book brings up options for teachers so that students will try to improve, but at the samer time, be accountable for their actions. It's a delicate balance, for sure!

In my experience, extrinsic rewards only work when they are (1) not expected by students, (2) inconsistently given, and (3) infrequent in nature. When you feel students do not appreciate the "thing" you are giving, it's time to stop. Also, think about ways to help your students seek satisfaction in a job well done- a gift they give to themselves.

Alexis Howard

1/17/2017 08:35:40 am

1. How did you learn to embrace failure?

I am a very stubborn person as well as an overachiever, so failure is something that I find hard to deal with. We all go through many trials and tribulations throughout our lifetimes that help us to innately develop ways of handling those hardships and failures. For myself, I find that any time I am not on top, whether it be in the classroom as a student, as an educator in the classroom, or even in my personal life with my hobbies like my music and art, I keep at it until that is not longer the issue. I know, however, that I will not be the one truly on top for most things in life, because life and our experiences should be a journey, and therefore a continuum for growth. Striving for the best as a personal goal is how I can give my best. If I fail, I try to brush off that initial sting, and then analyze what went wrong, and then try, try again!

2. According to Daniel Pink how do extrinsic rewards inhibit growth mindset in students?

According to Pink, as educators, it is important that we, "encourage students to internalize the belief that their own actions and behaviors, not external factors, guide them to achievement or failure." (p. 70) Extrinsic rewards are a superficial reward, much like that of Pavlov's dog. He trained the dog through classical conditioning to salivate for food at the sounding of a bell. That is what extrinsic rewards do for the students. By giving them a treat, or a homework pass every time they do well in the classroom, you are conditioning them to think every time they do something well, they will be rewarded. In life though, and even in the classroom, this is not always the case. They need to learn how to develop an intrinsic gratification system. This will open their minds up to many more possibilities to help them succeed with a growth mindset. If they fail, they figure out what went wrong, and from there can improve for the next time.

1/23/2017 03:32:51 am

Thank you, Ms. Howard, for your blog submission. There's a reason cliches hang around-they give people "aha" moments! "If at first you don't succeed, try, try again" is one of my all-time favorites! How can we bring those little quips (I call them 'moments of opportunity' to the classroom)?

Don't hesitate to bring those growth mindset moments into your classroom. Dweck and others say that the best way for students to understand growth mindset (and failure as an opportunity) is to talk to them again and again!!!!

In my experience, extrinsic rewards only work when they are (1) not expected by students, (2) inconsistently given, and (3) infrequent in nature. When you feel students do not appreciate the "thing" you are giving, it's time to stop. Also, think about ways to help your students seek satisfaction in a job well done- a gift they give to themselves.

Tiffany Starling

1/17/2017 12:57:41 pm

Beginning Teachers:
1. How did you learn to embrace failure?
I tend to be an over-achiever, so failure is not an option for me. I say this because I look at not doing so well on something, or not passing as a means to learn and change my approach to be able to tackle the task again to succeed. Fail is just the first attempt in learning. The only time I have “failed” something was my Praxis 2 exam. At first I was very devastated in myself, causing myself to have an anxiety attack, because this ‘failure’ thing was new to me. But after I calmed down, the world was still here, and I realized I just needed to take a different approach. I am pushing myself to go back over material that I haven’t seen in years, and learn new strategies to solve problems. I am determined to pass the Praxis 2 exam the next time I take it (after the pregnancy brain goes away ).

2. According to Daniel Pink how do extrinsic rewards in inhibit growth mindset in students?
Daniel Pink explains that extrinsic rewards limits the students to only do the bare minimum to obtain the “prize”, inhibiting growth mindset. I agree and disagree with this way of thinking. In my classroom, if a student scores an 80 or above on my tests, and tests only, then they get a star on the wall. The students are motivated to do well on my test so they will have that self and peer gratification. I have one student who received a star for the first time this past week, and you should have seen how much she lit up. She was so proud of herself for making higher than an 80. On the other hand, I do a review game call “Grudge Ball” before tests for extra points; the group with the highest points gets points added to their test. Since we were on Christmas break, I decided to do a review using Kahoots for a quiz to refresh their memories. I never give extra points on a quiz. After each class finished their Kahoot, at least one person would ask what the winner received. They were so use to the extrinsic reward that they did not have gratification in winning. Next year, I am going to not give out extra points for review games, and just let them have the intrinsic rewards for review. However, I will still continue the stars for test scores.

1/23/2017 03:46:00 am

Thank you so much, Ms. Starling, I enjoyed your blog submission. There is nothing better than to overcome a negative situation and indeed, you have. Students need to hear about our faltering academic experiences and what we did with them. In a way, we have to prove that we have had moments just like them. It sounds like you are a cheerleader and teacher all in one! Being a cheerleader with specific instructions to improve is one way that students hear the growth mindset mentality.

The comments about rewards is spot on. We are not doing this generation any favors by providing just one more "thing" in their lives. They need things that are not tangible, like the *feelings* of accomplishment or even failure with a positive response.
In my experience, extrinsic rewards only work when they are (1) not expected by students, (2) inconsistently given, and (3) infrequent in nature. When you feel students do not appreciate the "thing" you are giving, it's time to stop. Also, think about ways to help your students seek satisfaction in a job well done- a gift they give to themselves.

Kevin R McGinnis

1/20/2017 07:17:03 am

1. How did you learn to embrace failure?

Failure is part of life. That's just how it goes. You can call me cynical or negative, but everyone fails at things in different ways throughout life. That has not and will not change. Of course, the counter argument is how do we handle or "embrace" that failure. And, well, there isn't a magic answer to it. It's easy to say "Well, just get back on the horse," but that isn't an option for many. Emotionally, biochemically, not everyone has that spirit. Some are completely gutted when they fail at something. Others can compartmentalize easily and move on. There's a reason why some people make excellent engineers and others make great poets. An engineer is more likely to approach failure from a design perspective, whereas a poet or artist will feel a more emotional connection.

As for me? Early on I just learned to accept that we all take an L. Sometimes we take many L's. But Boethius said in his "Consolation of Philosophy" that we are all slaves to fortune's wheel and that when things are good at the top of the wheel, they will eventually come down to where things are bad, but will rise again another day. It's the ebb and flow of life. Win some, lose some. Strikes and gutters.

2. Describe one way you implement (or will implement) “learning from failure” in your classroom?

I regularly beat the drum to the kids that they will fail something during the course. Everyone does. And I then remind them that I have had zero failures for X number of years and how many people completed the course with As and Bs and to not allow one single failure to define them.

You didn't do well on an exam? Well, now you have an idea of what to study for next time. Research paper wasn't great? Come get one-on-one help. Not a great test-taker? No worries. There are plenty of homework and project grades to help you out.

I stress the message that you are not your failures as much as you are not only your successes. We are all composites of these things. One failure or one 100% does not make you a "good" or "bad" student.

1/23/2017 05:24:42 am

Thank you, Mr. M, for your blog submission. It reminded of the book where the teacher gave all zeros for students who did not turn in work and was suspended for it as the school had a no zero policy...students DO need to be held accountable! The follow-up on this is educators need to instill a sense of resiliency as well. Provide opportunities for students to "reflect and make adjustments" so that they can learn from the situation. It seems to me that you are doing just that . . .

Tamela Rappold

1/21/2017 09:18:26 am

1. How did you learn to embrace failure?
As a "recovering perfectionist" it is an ongoing mental battle with me. However, I regard failure as a fait accompli only when one stops trying. I may be "failing" at the moment, but unless I quit, I have yet to actually fail.

2. Describe one way you implement (or will implement) “learning from failure” in your classroom?
I have made a ppt about 10 famous "failures" (i.e. Michael Jordan, Einstein, Gabby Giffords, etc.) with a reflection statement at the end. Students must come up with an "action plan" to improve their mastery of stem-changing verbs. They will take a retest implementing this plan and both the new and old grades will be averaged for the final grade. Since no one made a 100, it will be a fair challenge to everyone.

1/23/2017 05:35:57 am

Thanks SRA. Rappold, I appreciate your reply to the blog questions! Your message about failure is so true for not only students, but adults! Through my years I have heard some hair-raising comments from teachers about working with students. My favorite: "Why should I continue to try to help Suzie Q when Suzie has given-up?" In essense, percieved failure (can't *reach* Suzie) equals stop trying. Keep working with those students, even if you think there is no hope.Try other ways to reach them, but never send the message you've given up! It looks like you are doing just that with your PPT and retest options. Brava!

Jennison Shields

1/23/2017 11:46:00 am

1.) I'm not sure I embrace failure, but I do accept it. I also find it more acceptable if I can use the experience to improve in the future.

2.) I already try to emphasize the importance of learning from mistakes to improve in the future through formative assessments. Daily homework quizzes, chalk talk, and partner talk are all designed to alert students to mistakes so they can correct errors. I also offer re-testing which, hopefully, urges students to seek continual improvement

1/25/2017 08:27:06 am

Thank you for you response, Ms. Shields. It is very similar to what I would say about failure-then I came across a quote in the book on page 69...."It is imperative that teachers develop a climate in their classroom where failure is celebrated . . ." CELEBRATED!!! That got me thinking

1/25/2017 08:39:58 am

(Con't) . . .It got me thinking...how do I incorporate these messages to others? Is celebrating the same as embracing? For me, it's an attitude adjustment, replacing those negative feelings with, at very least, hopeful ones.

Formative assessments are great ways to give information to students so that they can act upon it. Messaging to students that work is imprtant and there is always room to grow is at the heart of the growth minset.

Milagros Rivera

1/23/2017 05:28:55 pm

1. How do you embrace failure? That is the question. I wish I was as eloquent as Ms. Hasapis as she gave her answer. I am also a perfectionist and demand a great deal from myself, but I have not allowed failure to defeat me. I believe in the old adage "if at first you don't succeed, try and try again. I also believe that you can not beat yourself if you face failure at some point in your life. I think that there are lessons to be learned from a failure. Maybe at this point in our life we might not know what was the lesson but eventually it will come to the light. I do know that I have had to regroup when I have faced failure, and start again.
2. How do I plan to implement learning from failure in my classroom?
Failure to me is a sign of either the students are not studying, not trying hard enough or they are not asking for help. Right away I let them know that help is available either from myself or Mrs. Rappold and is called tutoring. Also there is self-help in the form of You tube videos and technology widely available. I allow some students to retake some test but I also don't want them to make it a habit. Again we have heard so many inspirational stories about famous people who were not successful on their first ventures and yet they made it. We have to continue reminding students of these stories and preach the idea of "don't ever give up," keep up chugging along" and they will succeed.

alison thetford link

1/25/2017 08:53:46 am

Thank you so much SRA. Rivera for your blog submission. Perfectionism is problematic because if the end result is not perfect, a sense of failure ensues. I read these words on another blog about the dangers of perfectionism. "We must fail. We only learn by making mistakes, and it's having made those mistakes that make us better at something in the long term. That knowledge, coupled with self-compassion, has helped me realise that I should really thrive to make mistakes so I can learn and get better at something." --Overcoming Perfectionism.

Keep chugging away at convincing students that failure is not the end, but rather the beginning to a path of growth.

Jane Merritt

1/24/2017 01:10:18 pm

1. How do you embrace failure? Failure is not something that I am comfortable with. I realize that there are certain things that I am not good at and often I may not put as much effort into them as I should. I also understand that everyone makes mistakes and sometimes things are not going to be perfect, but we need to learn from those mistakes.

2. How do I plan to implement learning from failure in my classroom? I often sit down and talk with the students that are failing to see what they feel is the cause and to see if we can come up with a solution.

1/25/2017 10:08:51 am

Thanks Ms. Merritt for your blog submittal. I was reading from this website, Willpowered, and thought about your first answer. This is a synopsis of the article: "It goes against our nature to be “okay” with failing – even if we recognize that it is a necessary part of success. You may never fully embrace failure, but there are some things that you can do to make it easier.
1. RECOGNIZE THE VALUE-failure is important and
necessary for success.
2. DETATCH YOUR EGO-your ego is always trying to tell
you not to persue something you are not naturally good at
doing.
3. THINK LIKE A SCIENTIST-the goal is to learn, not to
always be right.

Talking to students about how they can overcome their failings is a noble idea. Increase the message by talking out loud, telling stories of your failures and successes, and finding relevant articles that solidify their understanding of the growth mindset.

1/25/2017 10:39:36 am

Pursue... sorry!

Patsy Patrick

1/25/2017 02:15:21 pm

1. How did I embrace failure?
It is a “works in progress” for me. "A day at a time!” I must confess I have not totally "embraced" failure. No one feels good about failure regardless of the outward appearance or smack talk. As a basketball coach each game lost I felt as though I failed as the coach and I am sure the players felt they failed.

2. Describe one way you implement (or will implement) “learning from failure” in your classroom?
My eyes were opened during a weeklong session of North Carolina Teacher’s Academy (these were some of the greatest professional development opportunities, other than Mrs. Thetford’s). A take away from one of the workshops that I still use today that opened my eyes was a quote, “failing is an opportunity to learn”. I use this with everyone both adults and students. My desire is that we learn from our mistakes (failures) and not repeat but improve from that experience. I am a risk taker so I keep trying and I encourage other to try and try again.

Cross Creek

Early College

Book Study