Chapter 3: Looking at Negative Labels and How They Work
After reading this chapter watch the following clip: Click Here
Sometimes negative labels and stereotyping can keep a person from reaching their full potential and often we as humans trust other peoples opinions WAY too much!
Think about a time you or someone you know trusted someone's negative evaluation of ability or talent. Describe the situation and how it could be changed.
Also comment this week on how you can give your students the gift of growth mindset.
Sometimes negative labels and stereotyping can keep a person from reaching their full potential and often we as humans trust other peoples opinions WAY too much!
Think about a time you or someone you know trusted someone's negative evaluation of ability or talent. Describe the situation and how it could be changed.
Also comment this week on how you can give your students the gift of growth mindset.
If I may I would like to share a story of a student of mine named Jeremy. I meant jeremy my first year teaching in North Carolina. One day in the teaching lounge I overheard colleagues of mine discussing a student named Jeremy. They said he had so much potential but never put the effort into his schoolwork and skipped out on classes a lot. They told me that they felt bad for me because he was the "bad egg" and that he must be doing drugs and hanging with the wrong crowd. I examined his academic record and noticed that he scored high on assessment tests that he took at the beginning of summer but shortly after the school year began his test scores plummeted and he indeed skipped out on classes. He would get very defensive if called upon during a class discussion, however he completed homework on time and his intellect and ability to make connections to prior material that he learned was admiring. It is important to point out he was a sixth grader that wrote essays that touched on important life events that we all experience at times. Failure, success, death, loss, etc. to name a few. As the school year went on I could see that he became agitated with me when asked to share his thoughts with classmates. He would yell at me, curse at me, and walk out of the room. Attendance became hit or miss until the one day I found him sitting on a bench outside the principals office ( he was sent there by a colleague for acting out) I sat next to him and did not say a word. After a while he finally looked at me and said " what's your deal lady? You think you can save me or something give up and leave me alone" I remained seated for another moment before standing and telling him that I believed in him, and unlike others I don't give up easily and I never questioned his abilities or talents. I was not trying to annoy him but to learn from him. I remember his face to this day. He looked shocked and teary eyed. From that moment on he came to class, participated, and excelled on exams. At the end of the year he left a letter in the office for me. As I read it I found myself moved to tears. Here was a student that was stereotyped as a "bad egg", a "druggie", a "lost cause" etc and in reality there was a child that lost his father In combat. The only person that believed in him and told him he could be anything that he ever wanted to be. He lived with his grandmother because his mother " did not understand him". He thanked me for believing in him and for making him believe in himself again. I still have this letter years later and often wonder how he is. It is experiences like this that makes me
ReplyDeleteLove this profession. Praise can be powerful when it is used properly. It can give your students the gift to build a growth mindset
WOW Shannon! These are the success stories that keep us going! Thank you so very much for sharing this is a PERFECT example!
DeleteWhat a great story. We can make a difference in a kid's life!
DeleteTotally love this. These are the stories that motivate us to keep our eye on the prize. Students... kids. Young minds, young lives. We have a huge responsibility to giving every kid a chance. Congratulations on reaching this boy.
DeleteI definitely agree that negative labeling and stereotyping can for some students become a self fulfilling prophesy. I think that this type of “resigned to fail” attitude can often take root during the Middle School years. By 7th and 8th grade the safety of elementary school begins to gradually fade. Kids begin to slowly separate more distinctly into cliques. Sometimes because of the activities that they pursue, sometimes because of the tracking nature of “honors” classes. Brainy kids, nerdy kids, artsy kids, athletic kids... and for those with a fixed mind set, kids resigned to academic struggle. The students in this video clip reminded me of some special education students that I’ve had who put up a wall, and sometimes become a behavior problem, out of a fear of inadequacy. When I first started teaching 24 years ago, I can remember kids sometimes going after their classmates and telling them that they were in the “retard class.” In the past decade, informally - with an increase in an emphasis on character education, and formally - DASA, I think schools have made great strides in working towards building environments where this doesn’t happen.
ReplyDeleteSometimes, simple belief and encouragement can be enough to get a student to change their mindset. I think that often in school, kids see only one measurement of achievement - grades. In reality there is so much more. Hard work and determination can account for a lot. There are many targeted skilled jobs that are in demand, and there are many different paths to success and happiness. I think that this is one of the things about the recent emphasis on testing that bothers me the most. What is a child with a fixed mindset thinking when they are sitting through a barrage of tests? How are we supposed to change their mindset when tests are what are seen as important? Kids really are much more than a test score, or a grade, or a subject. They are individuals. I believe they all have a calling. The best thing that we can do as educators is to encourage and help them to find it for themselves,.
After reading this prompt, I immediately was reminded of a summer school class that I had this past summer. I split the position with an old co-worker since it was a ways away from where I currently live. I had 24 7th and 8th grade students that were a perfect example of what you would expect summer school students to be like- skipped school, spit balls, disrespectful behavior, etc. etc. Since I was frustrated at the commute and was horrified at the kids behavior (after working in nice suburban schools where students are typically well behaved) I very quickly assumed that these kids probably couldn't produce much or could't handle much. The other teacher and I went into "survival mode." What material could we teach to keep behavior under control and to get most of these kids to pass or be engaged? Chances are, we both judged them based on their behavior which may be due to many different factors. These kids probably get no positive reinforcement which is probably why some of these kids stopped trying during the regular school year.
ReplyDeleteThis situation could have been changed by my co-worker and I having a little more patience. If my co-worker or I had taken more time to get to know the kids better and encourage them more, maybe the bad behaviors would stop?
As teachers, we can give the kids the growth mindset in many ways. I just had a vocabulary quiz the other day and I told the kids that each and every one of them was capable of getting a 100%. We discussed good study habits and really slowed down the review, emphasizing the hard work that needs to go into preparing for a quiz. I was shocked at how many students actually got 100%! If students believe in themselves, anything is possible.
I definitely agree that negative stereotyping and labeling can really effect a persons ability to reach their potential. I see first hand how many students who don't "march in line" are often looked at an a nuisance or a bother. I do not necessarily think that the people who feel this way are wrong. I think they don't have a growth mindset Many times they have the fixed mindset that prevents them from looking beyond the surface and trying to identify what the student really needs. There are so many great teachers that go to bat for kids because they know there is something that they can potentially bring out.
ReplyDeleteIn terms of a specific situation I have seen. There have been many times where a student just struggles terribly in a particular subject and the teacher recognizes that if the student dug just a little deeper they would see what potential they have. I had a student several years ago that had many social/emotional issues. She struggle with them all 4 years. I met with her often and was able to allow her to see her worth and that, if she wanted to achieve something, she could. She ended up going to a 4 year college and graduating in 3 years. She needed someone to believe in her and to show her the opportunity that is out there.
Giving the sift of the growth mindset, in my opinion. takes a lot of work. It is something that really needs to be worked on and practiced. I don't see my students often unless they come and see me. In those cases I often repeat and help them practice looking at situations in a different perspective. This is the key to them thinking differently and as a result growing. Trina DiVincenzo
I can think of several times in the past when a teacher in a lower grade has said to me "hope you don't get him/her." At first the student may test the waters with me. The attitude/demeanor usually didn't develop overnight I will worked hard to find a connection with the person. I also find humor goes a long way. Sometimes I make the connection and other times I don't. I also find that sometimes if you just reach out you can always find something "good" in everyone.
ReplyDeleteI can give my students the growth mindset by trying to have them see their potential. You don't have to be good at everything but if you just put in some effort you may be surprised by the positive results. Also teaching students you get out things what you put into them, goes a long way.
I agree Maureen humor does go a long way and when working with students I feel you can build a great rapport with your students by having a good sense of
DeleteHumor.
Even in the earliest grades, I regularly work with students who come in already saying that they are not good at reading or math. As if it is a matter of fact that had already been determined. When I tell them we will be working on listening, speaking, remembering and thinking they tend to think that somehow this will be easier than an actual school subject. We practice effective listening behaviors, comprehension strategies, verbal reasoning/problem solving skills, self-monitoring and self-advocacy among many other things. I never realized, until I read the section in this chapter about the pre-med students taking their first chemistry class, that I'm actually teaching growth mindset to my students by given them tools to be resilient learners no matter what subject they study.
ReplyDeleteWhen I teach "The Catcher in the Rye" I start with journal question; How do you think society perceives teenagers today? (along with a few others). They are given time to write about it and then share... I always get a response or some variation of the following: "we're lazy, "we're disrespectful", we're not responsible"... This leads to wonderful discussions of those statements. The students seem to accept that that's what people think, kind of smiling and laughing as we talk about it. One student said something that stood out for me. She stated, "our teenage years are for making mistakes, and being lazy, and being irresponsible. That's how we learn and grow up to be adults that work hard and do our best. What other time can we be this way and it's ok?" This statement left the class speechless... for a few minutes. Then the discussion turned into something I wish I had recorded. They see themselves in a negative light because that's what they think adults see them as. I tried to guide the discussion to how they could change that mindset by talking about the advantages of being teenagers and how it shapes who we are as adults.... I feel like I can give the gift of growth mindset to my students by helping them change their thinking process, to believe in themselves and their efforts not just what they see as their pre fixed abilities. It helps when they see that I don't necessarily agree with that perception!
ReplyDeleteThis is definitely a powerful conversation to have and can hopefully give you a great reminder of what not to do! It is really tough to not fall into the trap of negative labels especially when we hear them from others. I think we can all relate as teachers. I have even found myself cringing at certain names.. that is definitely not a mindset that i want! I have always been one to go and ask a former teacher of one of my new students about that student. I dont think i will ever do that again, i need to make my own truths!!
ReplyDeleteI think a wonderful way to give the gift of growth mindset to an older student is to read this book! Another example is give assignments with options, allow them to find their own end product that can show there strengths.
I believe that treating each student with the same respect that we would expect is necessary. We are all human beings. We all make mistakes. Even if negative labels were once true, how do we know that they are still or that we don't have the ability to show children that change... growth, is possible. Once kids see it in themselves, change happening, it can be a light bulb moment for them! How cool to know that we, as educators, can be a part of that. I think it would be boring if every student we encountered walked in, sat down, behaved like a perfect student... repeat. How can WE GROW as educators if not challenged? I am appreciating this book for many reasons, but most of all bringing topics that we are faced with every day in school, and giving it perspective and awareness.
ReplyDeleteI am always telling my students that they can correct any of their mistakes.. Because mistakes are made to get you to the correct answer and they help you learn... They are not really mistakes they are stepping stones. Once again like a quote from Dangerous Minds... "Because it takes a lot of wrong answers to get to the right one"
ReplyDeleteThis is how I instill growth mindset in my students
The part about my job that stinks is that students that come to us are being told sometimes that they HAVE to come to our school because a more "Technical Path" is the way for them. BOCES has long been considered a dumbing ground for students that don't "fit in" in high school. Therefore when students come to us they feel this way sometimes. I have even heard the reverse that students that are high honors and in AP courses are told that they should not come to BOCES.
ReplyDeleteI have had students tell me "I'm a BOCES student what do you expect." I cringe at this idea and I tell these students that the path they chose has extreme importance and is very challenging. By the time they graduate with us they know the importance of the role they have chosen and they are respected, educated, skilled and sometimes already employed or a college student (we offer college credit in some of our classes, most actually).
I agree that negative labels and stereotyping can keep a person from reaching their full potential. The words we speak and the actions that are shown can either help or hinder people, and if negative words or actions are spoken enough, you will tend to believe it. I also agree that we do trust other’s opinions, way too much. This happens both in and out of the classroom. Academically, students look to the grade they earn on a paper, an assignment, a quiz or test. When they compare the grade to what other peers earn. It can turn your world upside down. I had a teacher in college who would return assignments by the grade. Students knew who had the highest grade and students knew who had the lowest grade. It became apparent that everyone wanted to partner with the student who had their paper handed to them first. The student who received their paper last was in a way, shunned! In this case nothing was said, but actions spoke louder than words. The student’s mindset is fixed at this state and it will take a great deal of work to turn it into a growth mindset. Looking beyond the graded assignment, we must look at the student and their potential and help them to realize that their potential has yet to be exposed. Encouragement and expectations are needed to help continue the growth mindset in these students.
ReplyDelete