So why aren't my students achieving? Maybe it's the environment!

Introduction/background:

As educators, a great deal of time and effort is focused on the creation and delivery of educational materials, lessons, and teaching strategies. Understandably there is a deep interest and personal connection with the delivery of a successful lesson. Yet, research and personal experience would point to a component of successful classrooms that is all too often ignored or forgotten, that being the physical environment.

As educators looking around we see industry after industry paying close attention to the environments that they craft for their workers and customers. Why? Because it makes a difference! It impacts employee satisfaction and productivity, it influences customers shopping habits, it simply makes life’s experiences better.  Even in education research indicates that the quality of the classroom environment can make up to a year’s worth of difference on growth and achievement scores (Agron, 2013).

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 So why, if we see so much evidence that would at least suggest, that attention to the learning environment can support teacher effectiveness and student achievement, is there not more day to day focus on the topic? First and foremost, it may simply be tradition. Our schools are in many cases a generation or more old. They were designed, configured, and constructed during times when the industrial model of education one size fits all, with rows of obedient students was embraced (think the factory production line!) (Kurani, 2016). In turn, many of our classroom teachers come from this generation and changing paradigms is neither comfortable or easy. Next, it’s difficult and expensive to make some of the changes needed to speak to new environmental models. Furniture, tech, flexibility, fluidity, differentiation, etc. are wonderful theories, but implementing the changes needed to move them into common practice takes, time, training, and resources. Finally, educators are working within a professional/legislative climate of accountability and testing which do not speak to change and innovation. Testing and accountability focus more on industrial models of standardization which ignore the individuality of the student. Focus on rote memorization of facts and the “correct” interpretation and response to questions is more common than the collaborative and innovative model that is valued by emerging world industries (Newton, 2016).

Practical Application:
So what’s a teacher to do? There are several basic areas of consideration to mindfully consider when looking at a classroom environment. First, is the physical arrangement of the classroom conducive to collaboration, team work, flexibility, sight lines, hearing, etc.? Can students hear clearly, do they have clear sight lines, can they collaborate, engage, spread out and move about, are the basic tenants of the informational industrial model ignored (Estabrook, 2016; Lei, 2010)? Building on this, from personal experience it is wise to consider the impact of movement and traffic flow in the environment. Movement can be a good thing when it allows collaboration, but it can also interrupt and disrupt work as well. Are supplies, technology, work areas situated where students can access them without disrupting lessons or other students? Next, are issues of lighting, temperature, room color, decorations, etc. in keeping with the atmosphere that is intended? Colors and decorations can excite, distract, depress, etc. Do such elements speak to the student population and intent of the classroom environment? Too warm or too cold and individuals feel the effects physically which in turn directly impacts learning and performance (Agron, 2013; Lei, 2010)?

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Conclusion:

There are big picture issues involving classroom environment which are being debated at the national and international level which speak to foundational practices and interpretations of educational pedagogy. Yet, it is within the power and influence of the classroom teacher to consider and impact her or his classroom environment and community. When looking at the creation, application, and delivery of curriculum an essential part of the process is to mindfully and proactively consider the environment in which the educational process is taking place. Do the conditions present support students or present hurdles to success and achievement? Do they reflect the care, concern, and attention to detail needed to speak to the physical needs of learners who are asked to work so hard in search of academic growth and achievement? Considerations of the classroom environment should not be afterthoughts in the creation and implementation of curriculum, rather they should be integral in the process from the very first steps of lesson preparation and implementation each day.

References

Agron, J. (2013). Design influences student performance. American School & University, 85(6), 6.

Estabrook, R. (2016). How changing classroom design could change learning in Denver. Retrieved from http://www.cpr.org/news/story/how-changing-classroom-design-could-change-learning-in-denver

Kurani, D. (2016). Three ways to design better classrooms and learning spaces. Retrieved from http://www.gettingsmart.com/2016/11/three-ways-design-better-classrooms-learning-spaces/

Lei, S. A. (2010). Classroom physical design influencing student learning and evaluations of college instructors: A review of literature. Education, 131(1), 128-134.

Newton, D. (2016). Technology changes (nearly) everything. Retrieved from http://www.huffingtonpost.com/entry/580aaa34e4b099c4343195fa

What's Behind "I Can't"

Dweck’s Theory of Self

What's behind “I Can't!”

Introduction: For educators there are perhaps no more frustrating words than the phrase, “I can’t”. There is a wide array of possible explanations as to why a student would risk taking such an extreme position. The educator’s burden of responsibility speaks to the need to step back from hasty conclusions, and instead seek to discover what is behind the student’s unwillingness or inability to move forward in the learning process.

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It is in this reflection that the educator should consider the research of Carol Dweck. Her impactful writings explore the topics of mindset and motivation, presenting the concept of the growth mindset. A central contention is that motivation is the product of life events, gender, age, socio-economic realities, and familial paradigms which come together to form the foundation of a personal philosophy of intelligence. This paradigm, defines the world and self, and is foundational to the interpretation of life’s experiences. The impact of such interpretations potentially create in the mind of the individual, a self-image which precludes the potential for intellectual and academic growth beyond self-imposed limitations (Gutshall, 2013; Sevincer, Kluge, & Oettingen, 2014).

Discussion & Application: There are obviously significant pitfalls when engaging in broad brush strokes and generalities, yet to effectively support students requires an understanding of the general nature and implications of the growth and fixed mindsets.

In broad terms the growth mindset embraces the potential of the individual to continually expand knowledge, skills, and intelligence. Learning experiences are embraced as opportunities to explore new, unknown territory. Mistakes and setbacks are not seen as failures, rather as opportunities for gaining new insights. Learning and risk taking are joyous experiences were self-esteem is not threatened by failure/setbacks. Growth minded individuals eagerly embrace the day, and don't shrink from challenge (Gutshall, 2013; Sevincer et al., 2014).

Conversely, the fixed mindset, sees ceilings and limitations. Potential extends only as far as innate abilities will allow and no further. Tests are things to fear and inevitable mistakes are seen as verification of limitations. Self-esteem is so negatively impacted by failure that such risks are avoided whenever possible. Ongoing support takes on elements of encouraging and redefining of setbacks, to damage control to ego and self-esteem (Gutshall, 2013; Sevincer et al., 2014).

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Questions of growth versus fixed mindsets not only relate to the learner, but the teacher as well. Perspectives held by the educator must also be considered. Are learners seen and approached as limited in potential, or are students instead encouraged and challenged, with a perspective speaking to unlimited growth and potential? Educational pedagogy can be significantly compromised when students are defined via deficit thinking (when goals and expectations are modified and compromised based on perceived limitations in learner abilities and potential) (Dweck, 2015; Gutshall, 2013).

Conclusion: The question of how to address “I can’t” statements often extend far beyond the simple mechanics of the lesson. For the mindful, reflective educator such utterances should raise a red flag. A deeper understanding of who the student is as an individual, as well as their perspectives and paradigms are essential. It is entirely possible for teachers to misinterpret the meaning of, or forces driving “I can't” in the classroom. In such instances the potential for either lesson failure or confrontation with the learner is possible. In instances when foundational skills development is compromised, essential concepts are not in place. When confrontations occur, walls are erected, and damage, sometime significant and permanent can be inflicted on the teacher/student relationship. In either instance, the best interests of the student are not served. Educators must, therefore, approach instances of “I can’t” with open and sincere responses of “Why?”

Paul Moore MS, EdS

  

References

Dweck, C. S. (2015). Growth. British Journal of Educational Psychology, 85(2), 242-245.

Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50(10), 1073-1083.

Sevincer, A., Kluge, L., & Oettingen, G. (2014). Implicit theories and motivational focus: Desired future versus present reality. Motivation and Emotion, 38(1), 36-46.

Resilience

Resilience

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Introduction: The importance of the concept to the classroom teacher For educators understanding the concept of resilience speaks directly to one of the major challenges in working with students of all ages. Questions and theories abound as to what builds, sustains, and determines resiliency which directly impact student achievement. Students who are better able to cope with the stresses and challenges of the academic and social emotional aspects of life, are in turn better positioned to optimize their potential and achievement.

A little history/definition: Current research suggests that there are several key elements which speak to the topic of resilience. First, resilience appears not to be a fixed state. Rather, it is a cognitive skill that can be taught and developed over time. Given the right type of supports and guidance individuals can be equipped to react to life’s challenges in such a way so as not to be defeated by them. Next, it appears that resilience can be gained and lost depending on circumstance and experiences. This means that individuals can be overwhelmed, reaching a “breaking point” when the demands of their circumstances exceed their capacity to deal with the circumstances the are presented with (Konnikova, 2016).

Individual resilience appears to have a great deal to do with personal perspective and world views. The “traumatic” potential for particular events often resides in the individual's interpretations of said event. When a person sees themselves as a victim, buffeted by circumstances beyond their control, they run the risk of being overwhelmed. Only when an individual embraces the idea that an event is traumatic does the event have a long term impact upon them. Conversely, when events are viewed as learning opportunities or beneficial they have the potential of positively impacting the person and their resiliency (Konnikova, 2016).

There is school of thought supported by research which sees resilience is a malleable trait which comes and goes dependent upon situation and circumstance. Challenges related to financial security, life transitions, past and current academic struggles, as well as challenging social emotional circumstances can threaten individual resilience (Downie, Hay, Horner, Wichman, & Hislop, 2010). In addition, issues of early childhood experiences, familial and personal world-views, and individual perspective can also shape resiliency. When individual capacity is sufficient, students can exhibit resilience in the face of life’s challenges. Yet, capacity does have its limits and when reached, individuals experience breakdowns in their abilities to overcome challenges and succumb to pressures (Flouri, Tzavidis, & Kallis, 2010; (Keyfitz, Lumley, Hennig, & Dozois, 2013; Konnikova, 2016).

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Meeting the challenge: How as educators do we meet students and their point of need? First, it is vital to align community resources to speak to the individual’s needs. Providing a positive perspective and encouragement alone is not enough. If there are elements in the student’s personal world which impede or frustrate the development of resilience they must be considered and addressed. Next, working to develop self-awareness and self-esteem in the student can form an essential skill set. Such work nurtures mindfulness and self-awareness which is essential to healthy self-expression and emotional regulation (Coholic, Eys, & Lougheed, 2012). Students must be aware of their individual skills, resources, and capacities, understanding how these impact their ability to negotiate life’s circumstances (Coholic, Eys, & Lougheed, 2012). Additionally, student to understand the positive impacts of self-compassion, the idea that individuals understand and embrace their strengths and areas where further growth is needed. This allows them to forgive themselves when they don’t meet personal expectations, and rather than engaging in destructive self-blame and punishment, working towards positive actions and responses focused on personal growth and self-efficacy (Coholic et al., 2012). Next, equip and provide students with the specific skills needed to speak to specific challenges they face, while also supporting them in distancing themselves from risks which are detrimental to personal well-being (Coholic et al., 2012). Finally, the single most impactful tool for the individual is that of self-advocacy. Learning to speak up for one’s self and seeking help and support, which in turn leads to self-efficacy. Students must put aside pride and privacy, instead seeking out resources and supports which can help to meet hurdles and challenges which threaten resilience (Keyfitz, Lumley, Hennig, & Dozois, 2013).

Conclusion: The perspective that resilience is a set, innate trait runs counter to current research, and embraces a deficit thinking perspective of individuals. Understanding that as educators we work with students who have capacities and breaking point, who have the ability to develop skills and perspectives, is foundational to nurturing our students and moving them towards optimal levels of achievement and success. We must understand the impact of community and learned perspectives on our students, while also working towards the alignment of these same assets to support them. Resilience in our students appears to be a malleable trait, that when understood can speak directly to the optimization of student achievement.

References

Coholic, D., Eys, M., & Lougheed, S. (2012). Investigating the effectiveness of an arts-based and mindfulness-based group program for the improvement of resilience in children of need. Journal of Child & Family Studies, 21(5), 833-844.

Downie, J. M., Hay, D. A., Horner, B. J., Wichman, H., & Hislop, A. L. (2010). Children living with their grandparents: Resilience and wellbeing. International Journal of Social Welfare, 19(1), 8-22.

Flouri, E., Tzavidis, N., & Kallis, C. (2010). Adverse life environments, area socioeconomic disadvantage, and psychopathology and resilience in young children: the importance of risk factors’ accumulation and protective factors’ specificity. European Child & Adolescent Psychiatry, 19(6), 535-546.

Kannikova, M. (2016, February 11). How People Learn to Become Resilient. The New Yorker. Retrieved from http://www.newyorker.com/science/maria-konnikova/the-secret-formula-for-resilience

Keyfitz, L., Lumley, M., Hennig, K., & Dozois, D. (2013). The role of positive schemas in child psychopathology and resilience. Cognitive Therapy & Research, 37(1), 97-108.

Keyfitz, L., Lumley, M., Hennig, K., & Dozois, D. (2013). The role of positive schemas in child psychopathology and resilience. Cognitive Therapy & Research, 37(1), 97-108.