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"Stanford psychologist Carol Dweck, along with other education researchers interested in growth mindset, have done numerous studies showing that when students believe their intelligence can grow and change with effort, they perform better on academic tests. These findings have sparked interest and debate about how to encourage a growth mindset in students both at home and at school."

"Students' behavior is a form of communication and when it's negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be "typical," but that assumption can handicap teachers when they get into real classrooms."

"Does the thought of doing long division, or solving a bit of algebra give you the shivers? You're likely to have maths anxiety. In our recent research, my colleagues and I found that in 80% of countries, girls have more negative feelings towards maths than boys. But this higher level of maths anxiety in girls is not justified by their actual level of performance and may put them off continuing a career in maths-related subjects, such as physics and computer science."

"It is well known, that the 21st century student is constantly bombarded with digital imagery. Whether it is from television, social media, advertisers, or smart phones, the relentless visual stimulation that students face has some declaring it as detrimental to student development. It is argued that with so much visual stimulation, it had become harder for students to keep their focus, hampering concentration, and hindering their ability to process information. Though this can be debated, it imperative that teachers take the necessary steps to combat these potential negative effects. This has forced teachers to recognize the importance of imagery and it's use in their classrooms."

"If I told you your child's teacher was constantly on Twitter, you might, without thinking, react negatively. What a waste of precious time. Aren't there better things you could be doing? How dare you troll around on social media instead of planning my child's next thrilling Common Core lesson. The truth is much the opposite. There is an amazing world out there on Twitter, and for educators, there is much to find and benefit from."

"Often when speaking to groups about technology and "Bring Your Own Device" initiatives, I will have someone challenge the thinking and say, "Well…what about inequity?" To break down this question, what is often meant is that you will really shine a negative spotlight on the kids who do not have devices and they will feel worse about their situations. Sometimes I feel that this argument is a reason to not even try by some that are making it. But for some, it is a legitimate concern. Here are my thoughts…"

"Getting students engaged is not an easy task particularly in an age that is full of all kinds of distractions. Some argue that some of the habits that students have developed as a result of their heavy use of emerging technologies and social media have negatively impacted their capacities to concentrate and focus for longer stretches of time. Multitasking in particular is blamed for this and I personally side with the camp that views multitasking as a distractor to productivity and not a positive attribute."

"Feedback is an inevitable part of teaching. Naturally, you're in a position where you're giving a whole lot of feedback, but you're likely on the receiving end of feedback as well. We've all been on the receiving end of feedback in various aspects of our lives, and I'm sure we've all experienced some feedback that was less than desirable - for a variety of reasons. Even if the feedback itself is inherently negative, the delivery and process of the feedback doesn't have to be. The handy infographic below (from ASCD) offers 7 important things to remember about feedback. These are important items to remember both when you're giving and getting feedback. Keep reading to learn more."

"But why do teens hate school? School is a place to learn new things, discover who you are, and make friends. School doesn't sound like a bad place-to a kindergartener! However, the amount of negativity on my twitter feed is indisputable. Nobody wants to go to school. Why? Here's one answer: the traditional education system seems to have at least 20 different methods for helping a student's self-esteem plummet."

"3 Reasons Why Faculty Meetings Are a Waste of Time By Peter DeWitt on April 10, 2015 6:50 AM Faculty Meeting.png Many school leaders walk into a faculty meeting with a single idea of how they want to move forward and walk out with the same idea. That's telling... John Hattie talks a great deal about the Politics of Distraction, which means we focus on adult issues, and not enough time...if ever...on learning. That is happening around the U.S. for sure. Recently the Assembly of NY State only furthered those distractions, which you can read about here, which means that school leaders and teachers have to work harder to maintain a focus on learning. Quite frankly, well before mandates and accountability, school leaders focused on the politics of distraction and not on learning. Compliance is not new in schools. Faculty meetings were seen as a venue to get through and something that teachers were contractually obligated to attend. During these days of endless measures of compliance, principals can do a great deal to make sure they don't model the same harmful messages to staff that politicians are sending to teachers. Jim Knight calls that "Freedom within form." In Talk Like Ted, Carmine Gallo quotes Marissa Mayer (CEO of Yahoo) when he writes, "Creativity is often misunderstood. People often think of it in terms of artistic work - unbridled, unguided effort that leads to beautiful effect. If you look deeper, however, you'll find that some of the most inspiring art forms - haikus, sonatas, religious paintings- are fraught with constraints. (p. 190)" Clearly, constraints have a wide definition. There is a clear difference between the constraints of compliance and the stupidity of the legislation just passed by the assembly in NY. As we move forward, principals still are charged...or at least should be...with the job of making sure they offer part...inspiration, part...teacher voice...and a great deal of focus on learning. There is never a more important tim

"Negative consequences, timeouts, and punishment just make bad behavior worse. But a new approach really works."

"Gone are the days when kids would get in trouble for passing notes in class. Today's youngsters are much more sophisticated, technologically speaking, than those who grew up in the days of flip phones and CD players - let alone those whose only access to a phone growing up was a spin-dial one. This means there's a lot more texting, tweeting, and Facebooking on smartphones in your average high school or college classroom than ever before. Does this also mean that kids today are way more distracted by the bombardment of information reaching them via their tablets and iPhones? A new study out of the National Communication Association wanted to find out whether increased smartphone and social media use in class impacted student learning - and what they found was that it had both negative and positive effects. In the study, researchers analyzed kids who were using phones in class to respond to text messages - both relevant and irrelevant to the class material. They measured the type of messages and the frequency of them, and found that students who were texting about the material actually scored higher on multiple choice tests about the subject than those who were texting about non-class related things."

"Every child deserves the opportunity to shine, whether academically, through the arts, in sports or via community service. School districts throughout our country work to fulfill their mission to provide these opportunities, first by offering the most robust curriculum possible. Financial strains, however, can often limit extracurricular activities. Yet we can all remember from our own experience that schools, at their best, provide an array of performing and visual arts programming and a wide variety of sports and community service clubs. Numerous studies support engaging students in such a broad range of activities. In fact, as noted by John H. Holloway, a consultant for the teaching and learning division of the Educational Testing Service (ETS) in Princeton, New Jersey, limiting outside activities can have a negative effect for students:"

"understand how what's said about you on the Web can affect your job, your business and your personal life, both positively and negatively;"

Looks like it may be a good resource.

"Lesson learned - technology that doesn't work has a negative effect on motivating technology integration. "

"The realities of standardized tests and increasingly structured, if not synchronized, curriculum continue to build classroom stress levels. Neuroimaging research reveals the disturbances in the brain's learning circuits and neurotransmitters that accompany stressful learning environments. The neuroscientific research about learning has revealed the negative impact of stress and anxiety and the qualitative improvement of the brain circuitry involved in memory and executive function that accompanies positive motivation and engagement."