I am such a cheater sometimes, such a fraud. My deepest, most humble apologies to @cherylteaches for her amazing article on the Misconceptions about Mindset, Rigor, and Grit. Please read it. Bookmark it. Read it again. Print it out and highlight it, and then repeat three times, “There’s no place like a jargon-free day!” And then tweet her and thank her for her wise perspectives on how these are misused.
Allow me to translate this article from a teacher’s perspective:
I saw Carol Dweck speak years ago, live, in person, not just a Youtube video, about growth mindset. It was transformative. However, never in my wildest dreams did I think administrations could possibly misinterpret mindset in their opinions/bias of teachers to mean, “Never bring up a lesson that worked in the past, or something you learned or tried while not under my reign.” The word ‘mindset’ may also be used a cudgel on evaluations to mean, “This is your grade – you are an unsatisfactory teacher/basic teacher, and nothing you do or say, no matter how much evidence you provide, will change my mind about this.”
In too many classrooms, an evaluator comes in during choppy times and sums up your 180 days with 60 minutes:
► Is not a now-or-never experience. In too many classrooms, something is taught and assessed once and if a student doesn’t get it, the teacher moves on anyway.
As Mizerny states, “[Mindset]does not thrive in a hostile environment.” When evaluators are looking for the target and criteria (two words I’ve grown to hate), nicely tied up and wrapped with a bow at the end of every class, I sense they are looking for compliance from me and the students. I see what my students need, prune and adjust accordingly, and know that growth requires various conditions for all of us. Instead of “learning TARGET,” (which sounds so aggressive and violent), how about “Learning Spectrum?”
Yes, happy rainbows, spring showers and sunshine. That would be nice.
This infographic could be made into a board game of teaching:
Pretty much sums it up:
- a classroom that resembles a bootcamp
- more and harder homework
- a text or material several grade levels above the student’s current ability
- high expectations, but no support to reach them
I can’t say it any better than Mizerny. “Grit” is applied to teachers more than students from my experience. If we just worked harder, pushed harder, planned more entertaining lessons, hit every mark, 100% for 100% of students.
Misinterpretations of grit:
► If perseverance were all it took to be successful, we would all have the capacity to be Olympic athletes if we just put our minds to it. Not true. Yes, it is always possible to improve, but it is a lot easier to hit a home run if you begin life on third base (through special talent or special circumstances). For the rest of us starting at home plate, we may need a little more support and encouragement to round those bases.
I am not a first year teacher, but this is the first few years of working with new standards and the ever-changing revolving door of administration. It may take me time to learn your style and your values. I am willing to be patient with you, and appreciate reciprocity.
► Sometimes the
studentsteachersare working at their peak capacity; the task is just beyond their realm. Meeting the individual where he/she is and working within their zone of proximal development is more likely to yield positive results. It is destructive to tell childrenanyone that if they only tried harder, they would be successful. Realistically, that may never happen for some.
In other words, I am an amazing Language Arts/Social Studies/Media teacher. I will never be a great math teacher. I am language, words, and beauty. I am esoteric and reflective.
► Generally, repeated failure does not motivate one to work harder. Usually, it becomes a self-fulfilling prophecy and the
childperson believes himself/herself to be a failure. “That’ll teach ‘em to studylesson plan harder next time” doesn’t work.
► Now, if what we mean by grit is the ability to stick with a
n assignmentchange in curriculum or pay attention in class,a staff meeting, then we must be darn sure we are asking studentsteachers to do work worth doing and making classprofessional development engaging. StudentsTeachers who have creative, challenging work to do in a positive classroom environment do not need nearly as much “grit.”
► The need for grit is primarily useful when the task involves drudgery. Not every task is worth doing, and we need to be able to let go of the mind-numbing assignments of the past and move into the 21st century. Not that we still can’t teach the required material, we just need to do it in ways that we know engage their brains and work within a modern construct. The
kidsteachers are already there and if you are not with them, you are against them.
teacherssome think is grit is often merely compliance. Creating an environment where studentsteachers do what the teachersuperiors asks just to achieve a high gradeevaluation or get the work finished is a sure recipe to crush souls.
Ah, what do people want? Do you want teachers who look forward to doing one of the hardest jobs there is each day, or just run through young, new educators and hope they quit around five years so they don’t start costing districts money? And it’s not milk money money, but billions. I guess it costs a lot to buy buzzwords.
And grit is a four-letter word.
One thought on “Mindset, Rigor and Grit: Oh my…”
[…] But there are many problematic and downright unethical sides to some materials posted on TpT: one of my favorite PLN colleagues, Cheryl Mizerny, had this happen to her: […]
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