Relationships Champion Growth

I firmly believe that no matter where I set the bar, students will rise or fall to meet it; therefore, I set and maintain high expectations no matter the grade, age, or subject I teach or coach. My students know that no matter where they begin, whether they are behind, in line with, or beyond their peers,  they are expected to progress to the maximum extent possible. When students realize I care about their personal and academic development, they acknowledge my high expectations and accept the challenge of striving to meet them. My students understand that I will support them in their learning and they begin to liberate themselves from the word "can't" or combine it with "yet," they begin setting goals for themselves that will require them to do the work necessary to be their best. And they know I will be there every step of the way to guide them when they fall into the pit of learning.

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Adopting and fostering a mindset for growth has provided me the ability to connect with students I knew were teachable, but never quite knew how to reach. The celebration of success, no matter how small, provides a student with possibility, they are "on the road" (Rita Pierson, 2013) to reaching their goals and no longer see failure as a permanent station in life. Possibility provides motivation and self efficacy.  

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It is imperative for students to understand mistakes are required for learning and the internalization of knowledge. I make a point to celebrate those "great mistakes," with my students' permission, and facilitate discussions around the topic with a focus on what can be learned from said mistake. It is this group processing that allows students to learn to accept the mistakes and faults of others and themselves, leading to more open, honest, and risk-taking conversations. These lead to deeper learning of the content as well as the people in and around our lives.