The Keys to School Success Competency: Development of a growth, rather than a fixed, mindset. Objective: Students will be able to distinguish between statements that are growth producing (growth mindset) and those that prevent success (failure mindset). They will develop a “keyring” with some of these ideas to help them remember them Materials: One steel snap ring for each student for a keyring (alternative-a piece or yarn or string for each student), key templates cut from cardstock for students or keys drawn on cardstock for students to cut out, one large set of real keys Procedure: Hold up the keyring and jingle it. Explain what each key is for and what it allows you to access. Ask the students, “What is important about these keys?” Students will weigh in with a variety of ideas, but you will finally arrive at: These keys allow me to be successful because they let me open and operate the things that are important in my life. Tell the students, “What if I said that you already have the key that you will need the most to be successful in school and in your life?” Brainstorm about what that key might be. Finally, if they have not already discovered it, have them place their hands on either side of their heads and say, “You have the key to your future in your hands right now. That key is your thoughts. The way you think about things will either help you to be successful or hurt you.” “Today, we are going to discover what these thought keys are, and you are going to make your own keys to help you remember them.” Make a list on the board of several thoughts that are not part of a growth mindset, such as: This is too hard. It will get easier if I practice. I can’t do this. This will be hard but I will keep trying. I’m not good at this. I can learn strategies and get better. I give up. I can ask for help and try new strategies. I’m terrible at math. I can train my brain to do math. I messed that up. Mistakes are how I can learn. It’s good enough. Is that my best work? She’s smarter than me. I am going to find out what she does and try it. Then, counter each of them with another growth statement. (see above)
The Keys to School Success Competency: Development of a growth, rather than a fixed, mindset. Objective: Students will be able to distinguish between statements that are growth producing (growth mindset) and those that prevent success (failure mindset). They will develop a “keyring” with some of these ideas to help them remember them Materials: One steel snap ring for each student for a keyring (alternative-a piece or yarn or string for each student), key templates cut from cardstock for students or keys drawn on cardstock for students to cut out, one large set of real keys Procedure: Hold up the keyring and jingle it. Explain what each key is for and what it allows you to access. Ask the students, “What is important about these keys?” Students will weigh in with a variety of ideas, but you will finally arrive at: These keys allow me to be successful because they let me open and operate the things that are important in my life. Tell the students, “What if I said that you already have the key that you will need the most to be successful in school and in your life?” Brainstorm about what that key might be. Finally, if they have not already discovered it, have them place their hands on either side of their heads and say, “You have the key to your future in your hands right now. That key is your thoughts. The way you think about things will either help you to be successful or hurt you.” “Today, we are going to discover what these thought keys are, and you are going to make your own keys to help you remember them.” Make a list on the board of several thoughts that are not part of a growth mindset, such as: This is too hard. It will get easier if I practice. I can’t do this. This will be hard but I will keep trying. I’m not good at this. I can learn strategies and get better. I give up. I can ask for help and try new strategies. I’m terrible at math. I can train my brain to do math. I messed that up. Mistakes are how I can learn. It’s good enough. Is that my best work? She’s smarter than me. I am going to find out what she does and try it. Then, counter each of them with another growth statement. (see above)