Search Results for: learning partner

How will you liaise with the Teach2030 coach? Their feedback is vital to give you informal information on how the teachers view the programme, and its success. Think back to the activity you completed on how you currently communicate with the head teachers in your schools. What method would work best for the Teach2030 coach? […]

During this course, you have learned about fixed and growth mindsets, and how they influence how we learn and succeed. You have been observed teach by your learning partner and considered the language you use in your praise and feedback. You have chosen areas you wish to work on after the self-assessment and reflection activities. You

Think of what you have learned about your teaching practice from this course, and the activities you have completed. Use this knowledge to build your own action plan, to ensure you keep learning and developing as a teacher. Have a look at the example below; click on each tab to read the ideas. Click on

Let’s reflect on the language you use when you are teaching. Consider these questions. Did the phrases your learning partner recorded you saying surprise you at all?  Did you find yourself using language that praised intelligence rather than the effort the learner had shown to find the correct (or incorrect!) answer?  Did your feedback help your learners

After the lesson, when you have time to meet with your learning partner, read through the phrases they recorded. Sort them into two groups: fixed mindset and growth mindset.  You could do this on your own or with your learning partner Fixed Mindset – feedback that doesn’t encourage the learners to think further, or to believe they can improve

Successful teachers continually reflect on their own practice, both independently and with their colleagues or learning partners. This activity will ensure you are fully aware of the language you are using in your teaching, and any changes you might you could make. Ask your learning partner to observe you teach.  Tell them they need to write down

Here are some of our ideas. Are they similar to yours? Read them through and think about them alone or with your learning partner. Clever girl. How do you know?Can you explain your answer?I can see you have been listening carefully.I like how you thought carefully about how to solve the problem. Well done. Correct.

Below are some fixed mindset words and phrases that a teacher might give to their learners. 

Let’s look at these two classroom scenarios to see the difference meaningful feedback can make. Scenario A Mrs Jones was reading a story to the class and asked her learners a question. ‘Who can tell me how Tom felt when he found the money?’ Some learners put up their hand to answer. Mrs Jones chose

So, what do a fixed mindset and a growth mindset look like in the classroom? The most effective way a teacher can encourage a growth mindset is through the praise that they give to their learners. Often we will say ‘well done’ or ‘clever boy’ to a learner. Does this help them develop their skills?