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Jennie Snyder

Teaching Students the ABCs of Resilience | Edutopia - 52 views

  • one factor supersedes the influences of genes, childhood experiences, and opportunity or wealth when it comes to resilience. In fact, according to decades of research (1), the biggest influence on resilience is something within our control. The biggest influence is our cognitive style -- the way we think.
  • Students can adjust their own cognitive style by learning about the ABCs of resilience.
  • People react differently to the same exact challenges, because between A (adversity) and C (consequence) lies the crucial letter B. Here is the more accurate model: every adversity one faces triggers beliefs about that situation, which in turn causes a reaction or consequence.
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  • The ABC model is a simple yet power tool in cultivating self-awareness -- a crucial element of resilient mindsets.
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    Renee Jain's blog post lays out a clear, simple model for understanding resilience. What makes the difference between responses to adversity (hint: our beliefs)
Martin Burrett

Book: Ten Traits of Resilience by @JamesHilton300 via @BloomsburyEd - 5 views

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    "This book is remarkable gem.  It is easy to read but offers great challenge and inspiring ideas in a carefully explained and encouraging way. The author draws on his experience, in an honest and true-to-life style.  He is open and honest and shares some of his worst experiences in a modest and humble style.  As I picked up the book I wasn't sure that resilience was the key feature of leadership that I would have highlighted - I think I would have wanted resilience in my top ten characteristics of good leadership, following other books and courses I've been on I'm sold on the benefits - but I was slightly surprised to find a book putting resilience at the heart.  Until I started reading, and quickly I was convinced."
Martin Burrett

Book: Developing Tenacity by @LucasLearn & @DrEllenSpencer - 2 views

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    "What are those key phrases you hear from frustrated teachers in the staffroom during breaks? Or on those rare occasions, you get to meet up with teachers from other schools on training courses? For me it is the following: 'They give up so easily,' 'Where is their stickability?' 'Why do they fear making a mistake?' However it is phrased, you get the gist, that pupils today have no resilience, they aren't prepared to keep going in the face of challenge or set back. They can't think their way around a problem. In discussions with staff within my own school (a large primary in an area of high deprivation in the north of England) I am frequently asked how we can help these children. As part of our school's SLT I have already supported staff to make daring changes to our curriculum but we still seem to be falling short of what we state in our vision; that we want our children to become resilient learners, confident individuals, critical thinkers and lifelong learners. (Traits that I am sure many schools up and down the land wish for their pupils to develop.) Why are our pupils struggling with 'resilience'? What opportunities can we, as a school, provide our children so that they develop these skills? After reading the blurb and the introductory pages, I was, as you can imagine, excited to delve further into this book to see if it could answer some of my questions."
Roland Gesthuizen

10 phrases you hear in resilient families: are you using them? - Kidspot - 166 views

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    "Michael Grose explains how children and adults in resilient families tune into each other's needs, choosing situation-specific language, rather than simply regurgitating generalised 'feel good' or 'get on with it' platitudes."
Amy Burns

Resilience: The Other 21st Century Skills | User Generated Education - 82 views

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    For those interested in Maker Education, resilience is one of the recognized skills in a Maker toolkit. Also known as "failing-forward."
Dallas McPheeters

Learning Is Not Enough: The Behavior Framework by Nic Laycock : Learning Solutions Maga... - 43 views

  • “Innovative, resilient, self-determined, integrated among, integrated within, perceptive, inquisitive.”
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    I like the idea of reinforcing the valued behaviors using the technology tools in our hands. Promoting key self-descriptors such as resilient, innovative, self-determined, integrated, and the like, on the pages of our training materials both paper and electronic, would create added value.
Martin Burrett

Building Resilience in our Learners by @cillachinchilla - 23 views

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    "As teachers, one of the biggest challenges that we face in the classroom is students who give up. 'I can't do it', 'It's too hard', 'I dunno'. We spend hours planning a lesson that could stretch and challenge our students, only to find that they don't want to be stretched and challenged because it's too much like hard work. Where do we go from here? How do we make sure that we are molding our learners to be Hobnobs rather than Rich Teas?"
Nigel Coutts

A culture of innovation requires trust and resilience - The Learner's Way - 10 views

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    Two quotes by Albert Einstein point to the importance of creating a culture within our schools (and organisations) that encourages experimentation, innovation, tinkering and indeed failure. If we are serious about embracing change, exploring new approaches, maximising the possibilities of new technologies, applying lessons from new research and truly seek to prepare our students for a new work order, we must become organisations that encourage learning from failure
Jennie Snyder

The Benefits of Failure | Fluency21 - Committed Sardine Blog - 40 views

  • failure can offer many learning lessons to the person failing
  • Rejection, when looked at positively, can help us work harder in an effort to succeed. The reality is that when we do not prepare students for failure we are doing our students a disservice. They must learn resiliency and how to move forward in the face of failure.
  • When looked at correctly, failure can teach us where we went wrong in the first place, and how we can learn to pick ourselves up again in a pursuit to succeed. There are valuable lessons in failing. Too often people keep trying the same solution and keep getting the same result. Failure can teach us that it is not that we are bad at something, just that we have to try a different method to find success.
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  • As adults, we should share our stories of struggling and failure with our students so they understand that it is a part of life. The resiliency students can gain and the lessons they can learn from failing will help them find success in the future.
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    The importance of failure in learning.
Nigel Coutts

Developing and Maintaining a Growth Mindset - The Learner's Way - 90 views

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    For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined.
Howard Rheingold

Discovering How to Learn Smarter | MindShift - 100 views

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    Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
Jonathan Schmid

A Manifesto For Free Radicals: Less Paperwork, Less Waiting, More Action :: Articles ::... - 57 views

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    Free Radicals are resilient, self-reliant, and extremely potent. You'll find them working solo, in small teams, or within large companies. They're everywhere, and they're crafting the future.
Roland Gesthuizen

Education Rethink: What Does It Mean to be a Great Teacher? (Ten Ideas) - 178 views

  • Here's the secret: It's really hard to pull it off and it takes years to master. It's far less like being a great salesperson and much closer to being a Jedi Knight. Anyone telling you otherwise is selling snake oil.
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    "I am struck by both how resilient and fragile life can be. More so than in another other year, I have a stronger sense that learning matters and that I matter as a teacher So, with a mixed first week, I'm still struck by the lingering question: What does it mean to be a great teacher?"
Andrew McCluskey

Extended Interviews - The Daily Show with Jon Stewart - 27 views

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    Jon Stewart conducts a lovely interview with Malala Yousafzai. Topics include her new book, her resilience, her belief in the importance of education. Inspiring.
Nigel Coutts

Culture, Change and the Individual - The Learner's Way - 17 views

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    A recent post by George Couros (author of The innovators Mindset) posed an interesting question about the role that culture plays in shaping the trajectory of an organisation. The traditional wisdom is that culture trumps all but George points to the role that individuals play in shaping and changing culture itself. Is culture perhaps less resilient than we are led to imagine and is it just a consequence of the individuals with the greatest influence? Or, is something else at play here?
Martin Burrett

Being happy in Bradford via #BGShappiness - UKEdChat.com - 5 views

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    "With a major focus on wellbeing and mental-health among many communities around the UK, staff and pupils at Bradford Grammar School are taking things one step further, with a 'Spotlight on Happiness' focusing on actions that can improve the mental resilience of all. In tandem with the England government's pledge of £1.25 billion to improve children and young people's mental health services, the Department of Health and NHS England published 'Future in mind', with a proposal to encourage schools to continue to develop 'whole school approaches' to promoting emotional well-being and mental health."
Mrs. Powers

Presidential Debate: Substance Trumps Rhetoric, Obama Appeared Shaken When Confronted W... - 0 views

  • e resilience and the determination of the American people, we've begun to fight our way back.
  • determination of the Am
  • we've begun to fight our
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    rhetoric
Jennie Snyder

Creativity is rejected: Teachers and bosses don't value out-of-the-box thinking. - 47 views

  • This is the thing about creativity that is rarely acknowledged: Most people don’t actually like it. Studies confirm what many creative people have suspected all along: People are biased against creative thinking, despite all of their insistence otherwise.
  • Staw says most people are risk-averse. He refers to them as satisfiers.
  • Satisfiers avoid stirring things up, even if it means forsaking the truth or rejecting a good idea.
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  • Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid. People’s partiality toward certainty biases them against creative ideas and can interfere with their ability to even recognize creative ideas.
  • Unfortunately, the place where our first creative ideas go to die is the place that should be most open to them—school. Studies show that teachers overwhelmingly discriminate against creative students, favoring their satisfier classmates who more readily follow directions and do what they’re told.
  • It’s ironic that even as children are taught the accomplishments of the world’s most innovative minds, their own creativity is being squelched.
  • All of this negativity isn’t easy to digest, and social rejection can be painful in some of the same ways physical pain hurts. But there is a glimmer of hope in all of this rejection. A Cornell study makes the case that social rejection is not actually bad for the creative process—and can even facilitate it.
  • Truly creative ideas take a very long time to be accepted. The better the idea, the longer it might take.
  • Most people agree that what distinguishes those who become famously creative is their resilience. While creativity at times is very rewarding, it is not about happiness. Staw says a successful creative person is someone “who can survive conformity pressures and be impervious to social pressure.”
  • To live creatively is a choice.
  • You have to let go of satisfying people, often even yourself.
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    We say we like creativity, but we really don't. Thoughtful post on the resistance to creative thinking.
D. S. Koelling

Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Educ... - 1 views

  • According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.
  • Many young adults weren't taught the basic life skills and coping mechanisms for challenging times.
  • The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.
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  • Parents and high-school educators certainly have a role to play, but college administrators and professors cannot abdicate their role as an influential socialization force to guide young adults toward better self-management.
  • The way to combat the decline in emotional health among first-year students is to offer them opportunities to build such self-efficacy from the start.
  • Teaching interpersonal skills of self-presentation is also essential, as it makes students' interactions with roommates, professors, and professional colleagues flow more smoothly. By following suggestions popularized by Dale Carnegie during the Great Depression—to think in terms of the interests of others, smile, and express honest and sincere appreciation—my Generation WTF students report being happily stunned by more-successful interviews, better relationships with family members, and more-meaningful interactions with friends.
  • While much of my advice seems revolutionary to them, adults from previous generations know that I'm simply teaching a return to core values of self-control, honesty, thrift, and perseverance­—the basic skills that will allow those in "emerging adulthood" to get on with life.
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