Developmental Designs approach

With-it-ness

With-it-ness
by Ann Larson Ericson

 

How with-it are you? What do you see happening in your classroom, in the halls, and on bus duty? Are you a teacher who notices everything? Development Designs’ philosophy says that we can never not notice things. We always have to be aware of the kids in our room and all the overt, as well as covert, behaviors that are going on. It can be exhausting, but what a difference it makes in your classroom when you’re with-it and your kids know you’re with-it.

Raindrops and Torn Flesh

Ann Larson Ericson

What power we educators wield in the words we choose and how we choose to deliver those words. Our words, tone, and body language have a profound positive or negative influence on our students. Developmental Designs names seven “raindrops” in teacher language—ways of speaking to our students that we try to avoid. These raindrops are guilt, manipulation, voice-overs, verbosity, excessive praise, blaming, and sarcasm. When we see ourselves using this language, we are open to working on our personal raindrops—except for one: sarcasm.

Ending The Year with a Growth Mindset

 

by Anne Ericson

Every now and then, a word starts popping up everywhere. Mindset is that word for me these days. Mindset was the main topic of a lively discussion in my neighborhood book club. Mindset is the focus of my school book-study group, dinnertime conversations, and countless faculty lunchroom discussions, and readers of my previous blog indicated that the topic was on their minds. So why do mindsets resonate with so many people both in and out of schools right now? Maybe it’s because many of us struggle with maintaining a growth mindset, whether we’re parenting, teaching, or interacting with colleagues. Maybe it’s because as educators or parents we inherently want to believe in the space of possibility for the growth of our kids. Maybe it’s because the end of the school year can be exhausting, and we find that maintaining that space of possibility for growth is getting harder. How do we keep our minds focused on growth in our students and ourselves when we get tired or discouraged?

As I near the end of another school year, I find myself reflecting on the kids at my school. I think about students such as Aaron who blurts, Seth who shuts down, and Tasha who wanders and distracts. I find myself slipping into a fixed mindset with these students and thinking, “It’s May and that kid will never . . .” or “I can’t believe she’s still . . .” But then I think about the actual, if unsteady, growth they have had this year.
Aaron raises his hand more often. Seth grabs his lab materials and gets started on the latest experiment. Tasha stays focused and engaged for the whole class period. These things are happening, and that means my students are growing! Growth mindset doesn’t tell us that our students will be perfect. What growth mindset tells us is that they are learning and improving. It’s so important to remember growth when Aaron blurts again—he’s not perfect, but this time he caught himself and quickly raised his hand. A colleague shared a note a student gave her that said, “Even though we’ve had our ups and downs, you’re always there for me and never give up on me.” This boy felt the impact of his teacher believing in him and pushing him, an affirmation of a growth mindset and its positive consequences.

Just like our students, teachers aren’t perfect either. We can slip back into fixed mindsets, especially at the end of the year when we’re tired, our students’ standardized test scores aren’t what we had hoped, or we’re feeling overwhelmed. However, now is the time we need to dig deep and look at the good things happening in our schools.

We might think about some of the following: What changes have we seen that tell us our students are ready to move to the next grade? What classroom routines that we had to lead in September are now led by students? Let’s take a minute to talk with a colleague about changes we’ve seen in our students. Let’s jot down a few positive changes we’ve seen in our most challenging students this year. Let’s make sure our students know that we’ve noticed those changes and that we see their growth—it might encourage faith in their own growth mindsets.

And, as we investigate our students, let’s take a minute to look at our own growth this year. What are we better at now than we were in September? Let’s find a buddy teacher and share how we’ve seen each other grow this year. Take a minute to praise each other and ourselves for all our hard work and effort.

Please share some of your ideas on how you keep yourself focused on growth mindset in these final weeks of the school year. And for another time, let’s think about some of our most challenging students and how “our village” works for them as they struggle from one year to the next.

If you enjoyed this reading you should check out
"Wrap Activities Sprout Surprises" by Scott Tyink

 Additional Resource; Mindset Works

 

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About Ann Larson Ericson 
For more than nine years, I've been using the Developmental Designs approach in my school. I am currently the 7–12 Instructional Coach at Community of Peace Academy, a public charter school on the east side of St. Paul, Minnesota.  Before starting my new position, I taught high school chemistry and physical science at Community of Peace Academy. Since 2011 I've spent my summers as a Developmental Designs facilitator of professional development. Previously, I've taught science at urban and suburban schools, served as a director of gifted and talented education in a rural Wisconsin school district, and taught English in Shanghai, China. I hold a Bachelor of Arts from St. Olaf College and a Master of Arts from St. Catherine University. Contact me at Origins@OriginsOnline.org

Teaching the Job

 

A folder needs to be delivered to the office by a student. When a teacher looks out into the sea of students, who tends to be fished out to do the job? Is it the student who you think can get the job done with minimal interruption? Or is it Peter who often goes astray from his seat to the pencil sharpener?

Songs and Chants and Teaching Math

by Erin Klug

We’ve all had moments when we can’t get a tune or jingle out of our mind. I have young children, and this happens frequently with songs from their CDs. I may cringe when I find myself quietly singing the theme song from Arthur, but this phenomenon is good news for teachers.

Educators have long used songs and rhymes to help students learn and remember content. In my coaching experience, I’ve seen this teaching strategy used less with older students—but it’s too good to lose!

The Advisory Structure Brings Us Face-to-Face

By Dr. Terrance Kwame-Ross

I have a long history in using and leading the Developmental Designs advisory meeting structures known as the Circle of Power and Respect (CPR) and Activity Plus (A+). I’ve led and co-led these meetings with student groups, participated in student-led advisories, and participated in adult-led meetings.

Late Again

By Todd Bartholomay

From all my years as a principal, I’ll never forget Darius. When he showed up late to school for the 53^rd time in two years, I thought maybe his capacity to learn what I was trying to teach him (timeliness and prioritizing tasks) was impaired.

As Goes the Signal, So Goes the Class

By Kristen Konop        

As long as I’ve worked with kids, older and younger, I have used signals to get their attention:
as a lifeguard I used a whistle;
as a camp counselor I used musical call and response, “Hey/Ho.”  
As a pre-school teacher, I used a Spanish phrase with motion,
and while team teaching with an artist in residence, I used a Ghanaian call and response, “Ago/Ame.”

Keeping Everyone on the Bus, all the Way to Their Destinations

Second in a series:
How does the Developmental Designs approach build equity?

 

A Good Metaphor Can Build a Solid Routine

By Erin Klug

I love good metaphors, and I enjoy exploring them with students.

Tools for Change in an “Engagement Crisis”

First in a series:
How does the Developmental Designs approach build equity? 

Knowing Students: The Full-View Perspective

By Dr. Terrance Kwame-Ross

I am interested in knowing all my students. I’m interested in their wellness and their ideas, their living situations and interests, because all of this influences their readiness to do good work in school. I plan and organize the classroom environment and content to make sure students have choices in their learning, hands-on, engaging experiences, and time to reflect and make adjustments to their learning. I bring my all to my teaching.

So, Here We Are…

by Ann Larson Ericson

Recently, I attended The Origins Program Education for Equity workshop. Executive Director Terrance Kwame-Ross started the inspiring day with the words “So, here we are.”

Increasing Equity with Relationship-based Behavior Management

by Dr. Terrance Kwame-Ross

In my classroom practice, the Developmental Designs approach provided me with principles and practical strategies that helped me see and hear African-American and Latino students’ stories when I worked with them about breaking rules.

An Excellent Medium: Equity in a Circle

by Todd Bartholomay

In the Developmental Designs approach, we see the circle as an ideal architecture for much teaching and learning. But that isn’t all: I have come to think of it as a medium for equity.

Diversity, Learning Styles, and Blurting

by Dr. Terrance Kwame-Ross

“Raise your hand, Terrance—and no blurting!” This is what I heard over and over when I was in middle school. I got in trouble again and again for calling out answers. I was surprised and confused about getting in trouble so often for “blurting” out. It seemed that my eagerness to engage was regarded as a behavior problem.