1. Building resilience in your child; how to nurture a ‘growth mindset’

2. Why me?

3. Top take homes for today
- Introducing a ‘growth mindset’: how does this increase academic resilience and why?
- Let’s be practical: 8 Strategies you can use to nurture a ‘growth mindset’ to foster resilience in your child

5. What are we really getting at?

6. Resilience https://www.youtube.com/watch?v=6EKCgXUFobs

10. Forging adversity through the classroom…
Your child is being pushed outside of their comfort zone everyday…..
- Are they able to bounce back from failure?
- Are they able to view the achievements of others as a motivator?
- Are they comfortable with making mistakes, and, in front of others?

13. Take the challenge….

16. Carol Dweck
40% 20%

17. Students with a growth mindset do not fear failure in the same way…
Students with a growth mindset do not fear failure in the same way…. They are more resilient

20. 1. What is the psychology behind all of this?

21. Mindset; The Basics Intelligence isn’t fixed; it’s malleable
The brain is a muscle and can grow, this is when real ‘learning’ takes place
Effort is integral to ‘learning’ in order to achieve your full potential; if your head doesn’t hurt, you aren’t learning!

25. 1. Intelligence is malleable….

26. 1. What happens to a plant if you stop watering it?

27. But why does this mean intelligence is malleable?

28. 2. The brain is a muscle and can grow, this is when real ‘learning’ takes place

29. Neuroplasticity…..

30. Neuroplasticity means that your brain is growing

31. 3. Effort is integral; Learning should feel like hard work!

34. How does an ‘active brain’ aid learning?

36. Emotion and problem solving pathways in the brain are intertwined ….

39. When someone feels helpless, their brain reflects this…

41. Resilience means bouncing back
A lack of resilience can stop a child reaching their full potential
Children with a growth mindset are more resilient in the classroom
They believe their progress is determined by effort, not a fixed ability
Therefore they seek out genuine learning opportunities which grow their brains

44. Respect
Generosity
Friendship
Perseverance
Thankfulness
Responsibility

45. Our growth mindset tool kit….
Effort
Reflection
Feedback
Risk

46. 1. Developing effort in children

47. Teach the effort rubric

51. When your child says….. Try saying…….
This is good enough…I’m finished!
Do you think it’s your best work?
I’m great at this!
I’m glad you feel that way, it’s because you are approaching this task in the right way
I just can’t do it…
You can’t do it yet…. We can work at this together
I keep doing it wrong and I’m making mistakes
How can we learn from the mistakes?
I give up
Perhaps we need a break, then we can talk through a different approach together
It’s too hard!
Let’s see this through together, what else can we try?

52. Our growth mindset tool kit….
Effort
Reflection
Feedback
Risk

53. 2. Teaching Reflection: ‘5 in 5’
What went well today?
What didn’t go well?
What do you need help with?
What made you go ‘wow’?
What am I grateful for today?

55. Effort
Reflection
Feedback
Risk

56. 3. Feedback: How should we praise our children?
“You’re so smart!”
“You’re so creative!”
“You’re so... [insert convenient, but possibly damaging description here]”

57. Be careful what you are saying, as young minds are listening…
- Dwek conducted a longitudinal study, focusing on how mothers praised their babies at one, two and three years old. They followed up at 5 years.
- At follow up, the kids who had more early process praise – relative to person praise – sought more challenges and did better at school

58. Marking Dialogue – Fixed versus Process Praise….

59. Praise the process, not the person
Try this:
Instead of “person praise” (You’re great at drawing)
A. Praise the strategy (e.g., “You used lots of colours.”) B. Praise the result (e.g., “You’ve made a lovely drawing.”) C. Praise effort (e.g., “I can tell you’ve been practicing.”) – effort rubric can help with this

60. Too much praise can have a demotivating effect!!!!

61. But – I thought you said we need to praise?!
‘Observe and comment’

62. Effort
Reflection
Feedback
Risk

63. 4. Supporting risk taking: modelling fearlessness

64. “Right, let’s take a look at your maths homework” Teach avoidance strategies
Needing a drink/the toilet/hungry
Sharpening a pencil/setting up equipment
Helping sibling
Tidying up/cleaning up
Starting a non-relevant conversation
Walking around looking for ‘something’
Going to the bedroom to get ‘something’
Feeling sick (which is a real physiological response to stress)
Wanting to play
Tears/ temper tantrums/laughing or being ‘silly’

66. 1. Joke valley
2. Temptation alley
3. Class clownsville
4. Don’t start land
5. Boredom town
6. Too hard town
7. Half done hill
8. Pain central
9. Competition land
10. Fascination land
11. Mount metacognition
12. Mount Success

67. Teach Avoidance Strategies to your children….
“Adrienne Renne talked to his students about getting caught in the side roads of Joke Valley etc. Once having named the ‘elephant in the room’ students were acutely aware of their avoidance strategies and even coached each other. One student was overheard complaining he was bored. Quick as a flash, another turned and said, “Well you better get out of that town fast!”

68. Another strategy is simply naming the behaviour and offering support
Another strategy is simply naming the behaviour and offering support. For example:  “You are doing x to avoid x, is there anything I can do to help you?”

69. And when the going gets tough…Acknowledge that a break or a boost is needed!

73. Lastly: Trust yourself!!!!

74. For consideration….
“If the butterfly is assisted out of the chrysalis, it will die. The struggle makes it strong. This is also true of our children. When we as parents jump in and rescue our children too soon, we are denying them the chance to develop the muscles of problem solving, thinking and getting themselves unstuck next time.”
(Karen Boyles)
Unintentionally, we also teach them something else – we aren’t confident that they can do it for themselves

75. Effort rubric, dolls and ‘yet’ statements
Learning pit
‘5 in 5’
Process praise, not person praise
Observe and comment; no praise junkies!
Role model fearlessness
Teach avoidance strategies
Brain breaks and resilience phrases

77. Thank you for listening; are there any questions?