Transcript Document
From Set Back to Bounce Back Nurturing Resilience in Transitions Students Andy Nash New England Literacy Resource Center (NELRC)/World Education In this workshop, you will: A. Learn the “protective factors” that most contribute to resilience in learners. B. Share techniques for enhancing these factors in the classroom. C. Review classroom materials that address resilience. Resiliency Builders • • • • • • • • • • • • • • Has relationships/friendships Has a good sense of humor Bases choices/decisions on internal evaluation Perceptive, insightful, understanding of people and situations Independent; can keep distance from unhealthy people and situations Optimistic Flexibile - Can adjust, bend, and cope Love of Learning Self-motivation Competence - Is "good at something“ Self-Worth Spirituality - Personal faith in something greater Perseveres despite difficulty Creative - Expresses self through art or music, etc. 1. Communicate the resiliency attitude home.nyc.gov/youcantoo 2. Adopt a strengths-based perspective “How have you managed to do this well?” What is right with you is more powerful than anything that is wrong. 3. Surround each person with the resiliency wheel. a. Provide caring and support b. Set high expectations Foster a growth mindset: Praise effort, not intelligence “Many [educators] believe that (1) praising students' intelligence builds their confidence and motivation to learn, and (2) students' inherent intelligence is the major cause of their achievement in school. Our research has shown that the first belief is false and that the second can be harmful—even for the most competent students. (Dweck, Carol, S. “The Perils and Promises of Praise.” Educational Leadership. Praising students for their intelligence, then, hands them not motivation and resilience but a fixed mind-set with all its vulnerability. . . It gives them a short burst of pride, followed by a long string of negative consequences. Fixed Mindset Growth Mindset Lose confidence easily Focus on effort Want easy tasks; afraid of making mistakes Want more challenging tasks Don’t recover well from setbacks Don’t equate mistakes with being dumb Praise that fosters a growth mindset • You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked! • I like the way you tried all kinds of strategies on that math problem. • It was a long, hard assignment, but you stuck to it and got it done. That's great! c. Provide opportunities for meaningful participation d. Increase social bonding e. Set clear and consistent boundaries f. Teach life skills 4. Give it time. The Protective Factors 1. Communicate the resiliency attitude: “What is right with you is more powerful than anything that is wrong.” 2. Adopt a strengths-based perspective: “How have you managed to do this well?” 3. Surround each person with all elements of the Resiliency Wheel. “I walked in worried, and I walked out a warrior.” 4. Give it time! “The road to success can be a long one!” Write for The Change Agent • “Call for Articles” includes engaging and relevant writing prompts. • Students can write for a national magazine. • Their story will be read by peers. • They will experience “the editorial process,” including revisions, etc. Download Call for Articles: http://nelrc.org/changeagent/write.htm