Faculty Insights Blog
Barnesville School of Arts & Sciences teachers and other faculty members share insights about childhood development and educational issues.
Mary Cay Ricci, Potential and Possibilities Educational Consulting LLC, author of Mindsets in the Classroom, Ready to Use Resources for Mindsets in the Classroom, led an interactive workshop with Barnesville teachers about components of a growth mindset learning environment. Discussion topics included deliberative cultivation of non-cognitive skills, conceptual understanding of neural networking, learning from our mistakes/failures, and growth mindset feedback.
What is a growth mindset?
A growth mindset is 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.
Why does it matter?
When students believe that dedication and hard work can change their performance in school, they grow to become resilient, successful students.
What can teachers do to help develop a growth mindset?
Teachers can challenge students to change their thinking about their abilities and potential by focusing on critical thinking and teaching students to learn from failure.
What can parents do?All parents want their children to be successful in school, sports, and extracurricular activities. But it's not just about giving your kids praise or setting them on the right direction. Research shows that success is often dependent on mindset. Hard work, perseverance, and effort are all hallmarks of a growth mindset. Ricci’s book, Mindsets for Parents: Strategies to Encourage Growth Mindsets in Kids provides parents with a roadmap for developing a growth mindset home environment.
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.
Insights From Linda Birkholz, First Grade Teacher
But in the age of computers, why use manipulatives? The simple reason is that math concepts are abstract, and manipulatives give students a concrete object to represent the concept being learned.
One of the clearest explanations I have found for using manipulatives is offered by Scholastic Magazine: “Math Manipulatives help make abstract ideas concrete. A picture may be worth a thousand words, but while children learn to identify animals from picture books, they still probably don't have a sense about the animals' sizes, skin textures, or sounds. Even videos fall short. There's no substitute for firsthand experience. Along the same lines, manipulatives give students ways to construct physical models of abstract mathematical ideas.”
My first graders have always enjoyed using concrete objects to problem solve, but manipulatives are not exclusively for our youngest students. In fact, The National Council of Teachers of Mathematics recommends using manipulatives, in addition to other teaching methods, at all grade levels, K-6. Do middle school students seem a little old to be using manipulatives to you? If so, think about how scale models are used. For instance, a few years back at our school’s facilities director created a model of an outdoor playscape that helped parents, staff, and our Board better visualize plans for our preschool and kindergarten play area.
If you have a young child, are you wondering what manipulatives you need to purchase? Blocks and legos are a great start. While counting bears come in bright primary colors and are appealing to young children, they aren’t necessary. There are many other fun ways of using the manipulatives you naturally have in your home to learn math concepts and solve problems. Here are just a few ideas:
- You can count as you take each step up and down the stairs with your toddler.
- Your child can match the number of people eating a meal with the number of utensils they put on the table.
- You can find change around the house for your primary student to sort and count.
-- Linda Birkholz has been teaching first grade at Barnesville School of Arts & Sciences since 2003. You can read her professional bio here.
Insights from Cindy Barr, Librarian
As a librarian, I love research, but many elementary school students can be intimidated by the word, let alone related projects. That is why it is important for parents and teachers to demystify the concept and show children that research is an important part of our everyday lives.
Kids are naturally curious and ask lots of questions. Parents can help them see that the questions they ask are the basis of good research, and we can model the process of seeking answers. In doing so, we show our kids that research is indeed an everyday practice and not just limited to schoolwork.
When your curious child expresses an interest in learning more about something like dinosaurs, space, baking a cake, or planting a garden, suggest, “Let’s research more about that!” By reading books, watching videos, and looking things up on the internet to find answers to their questions, you are helping them build the foundation of research skills.
For instance, if your child wants to grow his or her own pumpkins, talk through some of the questions that need to be answered first. Do you have enough space and light in your yard? Where can you buy seeds, and how many should you plant? How long does it take to grow pumpkins from seeds? (Sidenote: This is a summer project, not something you start in October!) How often do the plants need to be watered? If they don’t know all the answers, then help them begin with basic research online, in a book, or even just reading the growing instructions on the plant's tag.
You can do the same thing when your family is planning a trip or thinking about making a big purchase. Approach each situation as a family research project. Encourage your child to ask key questions – who, what, when, where, why, how – and then work together to find answers.
The internet is of course a great tool, but only when utilized properly. It is essential to talk to your kids early and often about the varying quality of sources so that they develop good judgment about the credibility of information found on the internet. As your child starts to use the internet independently, encourage him or her to use the WWWDOT Framework -- an acronym of factors to consider when evaluating a website as a possible source of information:
1. Who wrote it and what credentials does he or she have?
2. Why was it written?
3. When was it written or updated?
4. Does it help meet my needs?
5. Organization of site
6. To-do list for the future
Developing research skills is a key part of education and is an asset in any vocation. Parents shouldn’t leave all the instruction to teachers to nurture these fundamental skills, and it’s never too early to start!
-- Cindy Barr is the Librarian and Digital Literacy teacher at the Barnesville School for Arts and Sciences. You can read her professional bio here.
Insights From Ellen Landriau, Kindergarten Teacher
There is so much pressure on kids to succeed these days, and as silly as it sounds, it begins before they even start school. I have been teaching kindergarten for 29 years (teaching in general for 40 years), and while the subject matter I teach has not changed dramatically, the societal pressures around “getting ready” for and “being successful” in kindergarten have.
Amid all the added pressure, parents nonetheless express dismay that early childhood is not as fun as it should be. I have some good news for parents torn between laying a good foundation for academic success and making time for play. You can have it all. Actually, you should insist on it.
Young children learn through play, and learning can and should be a joyous endeavor. Nowhere is this more clear than in a thriving kindergarten classroom.
Before I offer a checklist of skills a child needs to be “ready” for kindergarten, I first want to share my personal checklist for getting my classroom ready for kindergarteners:
- Visual queues for future readers - colorful letters and sight words with pictures posted around the classroom
- Comfortable reading spaces - places for reading aloud as a group and for curling up alone with great books
- Art - works by famous artists as well as student artwork, updated regularly
- Personal space - each child needs an easily accessible place to store their personal belongings so they can learn to take responsibility for them
- Great play spaces - kids need time and space to move, explore, and play, inside and outside the classroom
More important than any of the physical components of my classroom is the overall environment I strive to create. My classroom must be a safe, nurturing place where students know it is O.K. to take a risk, make mistakes, and be accepted. That is a year-long endeavor that requires each child’s active participation in our classroom community.
Following is a checklist of skills that help incoming kindergartners make the most of our time together:
- Name - writes his/her first name
- Alphabet - able to identify and match most upper and lower case letters
- Numbers - knows numbers through 10
- Motor Skills - can zip a coat, put caps back on markers, and use scissors
- Group Dynamics - participates in group activities and takes direction from an adult (other than their parent)
So, what can parents do to help children do well in kindergarten? Here are five suggestions. The key to all of them is having fun together.
- Read to your child daily. Discuss the story and characters. Stop before the story ends, and come up with your own ending. Then compare your ending with the actual one.
- Focus on the alphabet one-letter-at-a-time. Go on an outing and find everything you can that begins with that letter. Talk about all the things you find. Draw your favorite thing you found with that letter and try writing the letter.
- Find math in everyday things, counting silverware as it gets put away, measuring ingredients as you make cookies, adding up the number of dishes on the table, counting and spending money or adding up money earned for helping out.
- Encourage your child to play in the mud, dance in the rain, play on a playground, paint, color and cut!
- Treasure together time. Limit screen time, and instead play games, explore your neighborhood, eat dinner as a family, and just talk.
The most effective kindergarten lessons are hands-on experiences that relate learning to the real world. That starts at home, and it can be as simple as noticing, talking about, and enjoying the little things together.
-- Ellen Landriau teaches kindergarten at Barnesville School of Arts & Sciences. You can view her professional bio here.
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