Faculty Insights Blog
Barnesville School of Arts & Sciences teachers and other faculty members share insights about childhood development and educational issues.
Tips for Parents to Help With Student Stress -- Faculty Takeaways from the 2017 NAIS Annual Conference
photo: Image from ClipArtFest by Ms. Toni McDonald from West Covina
Donna Kaufman, Barnesville’s Teaching & Learning Coordinator, shared the following key points from a NAIS Annual Conference session titled “Stressed Out Kids Are The New Normal.”
To create an environment that helps students feel less anxious, parents need to focus on the process, not the end product. Let your child practice solving their own problems. It is important to let your child fail, as this will build resilience.
Key points for parents to understand:
- Anxiety runs in families.
- It is important to let your child experience anxiety.
- Parents can increase anxiety if they over monitor for stress.
Presenters suggested a “submarine” analogy. Parents should work to remain “below the surface.” Allow your child to experience some stress. Let your child problem-solve. Discuss possible strategies for what to do when faced with a problem. Parents can “rise up to the surface” when a problem appears to have become too large or too difficult for the child to manage without direct parent involvement.
Barnesville School of Arts & Sciences faculty and staff spent their March in-service day at the 2017 National Association of Independent Schools (NAIS) Annual Conference, the premier professional development event for teachers at independent schools. Barnesville participation was funded by the Jaralyn Hough Professional Development Fund, created in honor of Jaralyn (Jeri) Hough, Head of School from 1984-2006 to provide financial support for ongoing faculty enrichment.
Barnesville School of Arts & Sciences faculty and staff spent their March in-service day at the 2017 National Association of Independent Schools (NAIS) Annual Conference. A major topic was helping students adopt a Growth Mindset -- understanding that intelligence is not fixed, but rather that that you can learn through effort, and thus achievement is more a factor of practice and persistence than innate talent.
Following are some thoughts shared by Barnesville teachers after the conference.
Joyce Semmes, Middle School Math Teacher -- One of the programs I attended was about fixed mindset versus growth mindset. Instilling growth mindset in our students seems incredibly valuable. Not only does it support trial and error, failure as a basis for success, and reflective thinking, but at its best, growth mindset challenges students' notions of self-worth (“I can't do this. I'm stupid.”) and validates a positive work ethic.
Linda Birkholz, First Grade Teacher -- I attended “I can't do that...yet.” It presented improvement as a process, which can was illustrated through a video describing Austin's Butterfly. It talked about how we view success as a steady upward arrow, but it is actually more like an eventual upward scribble, with backward steps and learning loops.
Tara Barnhart, Middle School Language Arts Teacher -- We have to think differently and deeply…challenge the status quo. Strive for a growth mindset rather than a fixed mindset. Teach me, and I'll teach you. Make time for play!
Ana Farach, 3rd - 8th Grade Spanish Teacher -- Due to one workshop in particular, I have now reflected on what exactly grades mean to me and what I'd like for them to communicate to my students. I therefore want to restructure some assignments and projects to better fit my vision and goals for my students. In doing so, I want to be sure that students understand that grades are one aspect of my assessment of their work and, in general, their performance over the year.
Barnesville faculty participation at the NIAS conference was funded by the Jaralyn Hough Professional Development Fund, created in honor of Jaralyn (Jeri) Hough, Head of School from 1984-2006 to provide financial support for ongoing faculty enrichment.
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