MINDSETS: Learning and Teaching

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MINDSETS Learning and Teaching

• Activities based on the work of
• Dr. Robert Brooks

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• MINDSETS
• The assumptions and expectations we have for
  ourselves and others that guide our behavior.
• From Understanding and Managing Children's
  Classroom Behavior Creating Sustainable,
  Resilient Schools, by Sam Goldstein, Ph.D. and
  Robert Brooks, Ph.D., John Wiley and Sons, 2007.

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People often begin to behave in accord with the
expectations that are held of them and when they
do, others are apt to interpret this as a sign
that their expectations are accurate.
Expectations subtly and sometimes not so subtly
shape the behavior of others. ... Even seemingly
hidden assumptions have a way of being expressed
to others. From Understanding and Managing
Children's Classroom Behavior Creating
Sustainable, Resilient Schools, by Sam Goldstein,
Ph.D. and Robert Brooks, Ph.D., John Wiley and
Sons, 2007.
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"I've come to the frightening conclusion that I
am the decisive element in the classroom. It's
my personal approach that creates the climate.
It's my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make a
person's life miserable or joyous. I can be a
tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal. In all
situations, it is my response that decides
whether a crisis will be escalated or
de-escalated or a person humanized or
dehumanized."   Observation of psychologist and
educator Haim Ginott as cited by Dr. Brooks
(2005).  
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• Some questions to consider
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• What memories are my students taking from their
  interactions with me?
• Are they memories I would like them to take?
• What must I change so that the memories they
  take will be in accord with the memories I hope
  they take?

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RESILIENCE The inner strength to deal
effectively with stress and pressure, to cope
with everyday challenges, to bounce back from
disappointments, adversity, and trauma, to
develop clear and realistic goals, to solve
problems, to relate comfortably with others, and
to treat oneself and others with respect.  
From Raising Resilient Children, by Sam
Goldstein, Ph.D. and Robert Brooks, Ph.D.,
Contemporary Books, 2001.
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• Features of the Mindset of Resilient Youth
• To feel comfortable with and appreciate that
  others can be of support and help.
• To be able to define what one has control over
  and to focus one's time and attention on these
  areas of control.
• To believe that one can solve problems and make
  decisions.
• To define and reinforce one's strengths or
  Islands of Competence" without denying or
  running from problematic areas.
• To believe that one can contribute and make a
  positive influence in the world.
• To possess discipline and self-control.
• To believe that mistakes are experiences from
  which to learn.
• To possess a sense of humor that includes being
  able to laugh at but not ridicule oneself.
• From Powerpoint Outline Working with Angry and
  Resistant Youth Strategies for Fostering
  Motivation, Self-Discipline, and Resilience,
  www.drrobertbrooks.com.
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• Some Features of Negative Mindsets
• Helplessness Lack of control or influence about
  events that happen in one's life. Even successes
  are attributed to luck, chance, or fate.
• Hopelessness Nothing will ever change.
• Feeling that others don't understand and can't
  help me.
• Feeling unloved and unaccepted.
• Feeling that I make little difference in the
  world.
• General feeling that things are not fair.
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• From Powerpoint Outline Working with Angry and
  Resistant Youth Strategies for Fostering
  Motivation, Self-Discipline, and Resilience,
  www.drrobertbrooks.com.
•  

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SELF-ESTEEM The feelings and thoughts
individuals possess about their competence and
self-worth, their abilities to make a difference,
to meet and overcome challenges, and to view
themselves and others with dignity and
respect. From The Self-Esteem Teacher, by
Robert Brooks, Ph.D., Treehaus Communications,
Inc., 1991
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To be given a meaningful choice promotes a sense
of ownership and personal control, which in turn
reinforces self-esteem and motivation. From
The Self-Esteem Teacher, by Robert Brooks, Ph.D.,
Treehaus Communications, Inc., 1991.
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CHARISMATIC ADULT A person from whom we gather
strength on an ongoing basis.   Dr. Julius Segal
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Any individual who in their interactions with a
child conveys love and acceptance and helps that
child feel special is a Charismatic Adult. Dr.
Robert Brooks
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Teachers typically spend more time in a childs
life than any other adult. In some instances,
teachers actually spend more time in a childs
waking life than parents. Dr. Robert Brooks
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ISLANDS OF COMPETENCE Activities we do well,
enjoy doing, receive positive regard for doing,
and most important, self-evaluate
highly.   From The Power of Resilience
Achieving Balance, Confidence, and Personal
Strength in Your Life, by Sam Goldstein, Ph.D.
and Robert Brooks, Ph.D., McGraw-Hill, 2004.
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As educators How can we maintain awareness
about Mindsets, Resilience, Self-Esteem, Islands
of Competence, and being a Charismatic Adult in
the day-to-day of school life?
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Reflection Think about our practice and
interactions with children. What can we
do to reveal our own mindsets and the mindsets of
our students? How can we use this information
to inform the choices we make?