Teacher Leadership Pt.1: M2_FA 4-Advocacy (Reflection on Previous Experience)Math ABQ Grade 7/8: "Mindset and Grit"

Review the following resources:

• Brain-based learning: http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/ 
• Zone of proximal development: http://www.dreambox.com/blog/math-learning-zone-proximal-development  
• "Quotes from Jo Boaler's Book:  Mathematical Mindsets" -- an infographic by Christine Pinto: Mathematical Mindsets infographic by Pinto.pdf   (from http://christinepinto.com/2017/07/26/an-infographic-inspired-by-joboalers-book-mathematical-mindsets/?utm_source=ReviveOldPost&utm_medium=social&utm_campaign=ReviveOldPost) *Consider saving this infographic to share with parents or as a quick reference.

Reflect on which of the ideas about learning from these resources resonate with you as a teacher (or potential teacher) of grade 7 and 8 students, and specifically about their math learning

I originally completed this discussion post back in 2018, but recently I have been going back and trying to not let these posts die or age in a not so pretty way. I went back and reflected on some of these previous experiences by bringing them into my current learning circles (most recently, Teacher Leadership Pt.1).

After the initial post I have included how I incorporated it into my current learning module/discussions.

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Discussion Post:

“Julie” thinks that she is simply “not good at math”. She often gives up before giving herself a chance to understand a concept.

What would you do as Julie’s teacher to help her to change her mindset, develop grit? 

Julie is suffering because of a non-growth mindset; she is trying to not work as hard because it tires her out mentally. It is easier for her to give up in her mind that it is to persevere. What Julia  needs is as Angela Lee Duckworth calls, "Grit". The perseverance or "Growth Mindset" that Stanford University's "Youcubed" program briefly mentions reflects on the same values of Grit, which is that "when your brain is working hard," that is the best time" because you know that after it gets  simpler afterwards (2018). Studying psychology and cognition of students in class I read "Why Don't Students Like School: A Cognitive Scientist Answers Questions about the mind" by Daniel T. Willingham (2009), Something people are not aware of is that the human brain was not made to strain, its problem solving skills rely on trial and error rather than brute computation. The art of skills like computation are indeed a much more evolved form of problem solving and thus need to be introduced into practice through relational teachings.

As her teacher, I would be developing and action plan with Julie and starting from the ground up to see what it is that creates that disconnect for her. Starting with Tim Hudson's adaptation of the ZPD, (obviously not insulting her by asking her to count to ten). Its worthwhile showing her that once she has made it to a point that you can't seem to move past, go back and try again, use the action plan for specific Math problems, or maybe even a flow chart/checklist that  If progress is made for Julie (2013). It would be rewarding (as well as a more final step) work backward  from the problem. Manipulatives are useful for students of all ages but it could even be easier to understand if the student (Julie) is given progressively harder and harder math tasks that she can continually work on at home with family, relate to and get assistance with from the teacher ASAP

With a minor background in psychology, I find all of these ideas fascinating. The ideas that the goal of Math (as much as it is Math), has seemed to have shifted to what Math "is" to what learning "is" and that when our students can grasp that the simple continuities between math and everyday life, we have succeeded as teachers. This is something similar to brain based learning (but more on the factual side).

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An advocate can mean many things, it also has many applications. In education we see the word more and more as we progress through advancements in social justice, reconciliations, and even pandemic prevention strategies. I'm not saying the word advocate has lost its importance or significance, but I would like that we really consider what an advocate is, thus I think this question really draws its most basic roots out by nature-but can one really reflect on a more precise level what it means to them? Its difficult for me, I find that upon reflection without even purposefully doing so I find myself often times advocating for ELL students, staff and professionalism/alignment (in regards to education). Outside of that, its mostly for staff in regards towards the way our living accommodation is set up (being egocentric about it).

First, reflecting on an example of where I used to see myself in terms of being an advocate would be in regards to a reflection on a response back in a Math ABQ for Grade 7 and 8, we needed to respond to a scenario and provide reasoning behind our decision.

"Discussion Post:

“Julie” thinks that she is simply “not good at math”. She often gives up before giving herself a chance to understand a concept...."

The point of advocacy in my understanding is where I am stating "I" am her teacher. It is not about the ownership of the situation of the student, but the ownership of my role in the situation. To further what I was thinking at the time of writing this (however many years ago it was), I am specifically in belief that I can promote participation of the parents/guardians to build this understanding that the student can do the work, but needs to be shown that they are supported by a community. At the very least, shown that there are stakeholders in their (her) education-other than herself.

Now my point of advocacy is a little more on the students to themselves. This is where the Growing Success document, growth mindset, and achievement charts all start to click and make sense in implementation. In this particular situation of which I am teaching, it is not exactly routine to speak with students' parents. When I do I am certainly directly advocating for students as many parents here say "oh they are a bad boy, never study" or "they are too shy, I tell them to talk to you in class more, but they don't I think", and I find myself trying to explain to the parents directly about how their child is developing reading or writing foundations at the 11th grade or even 12th grade level. Parents in this particular community are convinced students need to study harder, but its not that-students need to take more risk with their writing but their speaking specifically. 

Most international schools in China, students will speak to their teachers (Chinese or Chinese capable ones), parents, classmates in their native tongue. Although I am firm believer in the use of L1 to develop L2 (because especially since that is how I learn languages), students (when asked) claim they don't like speaking English in public areas because they feel their peers judge them or demonstrate difficulties in understanding their English. Although I believe this to an extent for SOME students, whether it be that they are too quite or eat too many consonant sounds when speaking at their particular volume of choice, for the majority of students-they are just simply afraid of judgement from peers. Its not something like "oh China," or "kids will be kids", its a fear or self-esteem issue much like when I go to the beach and think about removing my top to go for a swim (a little humour for ya). I find myself advocating to students that they are capable, and can do it. 

What I love most is when they are having a discussion in L1 about a text in L2 (The Great Gatsby, most recently) and then I zip over and ask, "How do you say that in English? That was brilliant!". Students are thrown and even if I don't COMPLETELY understand I try to promote this sense of discussion that arises in regards to everyone quickly scrambling to try and translate this idea that the student has now shared in L1. I admit there is a level of "carefulness" I can't do that to my odd "too shy" student here and there but I try to replicate the same idea with them as well, and it helps-for about 3 days more I hear L1 and the use of a particular phrase or word that was focused on through my antics with the whole literature circle experience. Feedback via essays is also sometimes an eye opener for students-just basically showing/telling them, "see if you make this change right now-you have proven to me that you are hear (teacher circles higher grade criteria), can you tell me...?"

This is where I am at with advocacy in my career right now-self-esteem and self-awareness.