WITHITNESS AND MINDSET Making the Connection Between Awareness

"WITHITNESS" AND MINDSET Making the Connection Between Awareness and Action Developed by: Robin Hawk

"WITHITNESS" AND MINDSET 4 • I am able to mentor other teachers in the value of "Withitness" & Mindset influence the classroom culture. 3 • I can demonstrate " Withitness" & Control for Mindset in order to influence classroom culture? 2 • I am able to identify some characteristics of "Withitness" & Mindset. 1 • With support I can identify some characteristics of successful "Withitness" & Mindset strategies.

LEARNING TARGETS § How can my mindset and actions impact my students' readiness to learn? § How can students' mindset be reframed to maximize learning? § How can I turn my power of observation into actions that enhance learning outcomes? § How can withitness influence the classroom culture? § How can I utilize Dr. John Hattie's effect size information to maximize the power of one?

Withitness & Mindset

Its all about the MINDSET MINDSET

ENGAGEMENT IS THE KEY ERIC JENSEN § Students are not as engaged as we may think § 81, 000 students surveyed § 98% report having been bored § 75% report coming to school only to get a diploma and get out Question to ask ourselves: Has a student ever said thank you for a great lesson/class? How can we grow that? Mindfulness + Purposefulness = Engagement is reaching out to our audience and drawing them in

WE MAK E OU MIR ACL R OWN ES 7 Engagement Factors 1. Health & Nutrition 2. Vocabulary 3. Effort & Energy 4. Mind-set 5. Cognitive Capacity 6. Relationships 7. Stress Level

Elite teachers seek ways to engage and put students in a mindset ready for learning. Average teachers complain that kids are unmotivated.

Understanding Effect Size Degree of Impact on Learning Under 0. 00 = negative effect 0. 00 – 0. 20 = marginal effect 0. 20 -0. 40 = positive effect 0. 40 -0. 60 = substantial effect 0. 60 -2. 00 = enormous effect EFFECT SIZE John Hattie Effect Size: A statistical tool for comparing results on different measures, over time, or between groups. To reach the “hingepoint”, the effect size must measure at. 40 or higher

0. 4

Are our students ready to learn? What are they telling us when they enter the room? Are we listening? Are we responding? Are we ready to receive and respond? Are we withit?

What do you notice in the video clip? What does the teacher do well? TEACH LIKE A CHAMPION 2. 0 100% Non-Verbal Ques Timely Pacing Re-direct with Discretion "Withit "and Proactively controlling for Mindset

WITHITNESS § "the Prosocial Classroom - importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. " § "teachers higher in SEC are likely to demonstrate more effective classroom management; they are likely to be more proactive, skillfully using their emotional expressions and verbal support to promote enthusiasm and enjoyment of learning and to guide and manage student behaviors. " Jennings & Greenberg 2009 Alert Aware Proactive

ACTION Withitness & Mindset

Student Control DON'T ALLOW THEM TO PUSH YOUR BUTTON Be Proactive – Calm-Assertive Leadership • Be prepared ahead of time – lesson plans, materials, resources We are in Control • Set the tone – you communicate what you will tolerate • Assign seats – even though learning is social it is controlled socialization • Post & discuss learning targets, agenda, scales, homework • Have some predictable routines • Purposeful lesson plans prepared in advance that predict where students may have difficulty and be ready • Create excitement about the topic • Start with a hook that creates excitement – essential question, inquiry activity • Scaffold activities to boost confidence • Provide choices • Be patient – they are still kids with developing frontal lobes

THE TAKE-OFF. . STATE OF MIND IS A GAMECHANGER Its not about mind control, its about controlling for the state of mind. . the mindset Steps: MAKES THE LANDING! 1. Be prepared – solid lesson plan, organized to start before students arrive each morning 2. Be observant – fully engaged as students enter the classroom 3. Be proactive – greet students by name, add a special greeting or a piece of information you know, an interesting trivia question, create a safe positive space 4. Be clear – let students know that learning is highly valued 5. Be mobile – walk around, looking over their shoulders, provide genuine specific feedback 6. Be private – at this stage calling out in front of peers either positive or negative can be dangerous, address students privately, seek permission to be public 7. Celebrate – growth, improvement, successes, positivity, effort

§ Hattie, John. Visible Learning for Teachers § Wong, Harry. The First Days of School § Lemov, Doug. Teach Like a Champion 2. 0 § Dweck, Carol. Mindset § Jensen, Eric. Engaging Students with Poverty in Mind § Whitaker, Todd. What Great Teachers do Differently § Marzano, Robert. The Art and Science of Teaching § Jensen, Eric. Enriching the Brain § Jensen, Eric. Turnaround Schools for the Teenaged Brain RESOURCES