PBL WITH MY STUDENTS

PBL MY STUDENTS :

Here are the top three reasons I use PBL with my students:

PBL is customizable to fit every student’s individual learning needs.
To help me plan my lessons, I use Defined STEM – an online resource with hundreds of real-world performance tasks segmented by grade level, career focus, and standards. The resource provides support materials like articles, videos, and rubrics—all in one spot. Many of my students have difficulty with traditional reading and writing tasks, so I use the videos and other visual resources to keep them engaged.
The flexibility of PBL also allows students to create final projects that showcase their strengths. Defined STEM makes it easy for me to pick and choose what’s appropriate for my students and customize every piece of the lesson for each individual. The wide variety of lessons helps me plan projects based on what I know students are interested in.
PBL helps build social and presentation skills.
Because my students struggle with appropriate social interactions, we often focus on basic skills like how to interact with others. After students complete their research, I ask them to informally present what they’ve learned to myself and/or other students in the class. While sharing with others, the presenter is able to work on making eye contact, speaking clearly, and comprehending what they’ve learned. The audience practices how to act when someone else is talking, which includes not interrupting, asking appropriate questions and sitting quietly. Although speaking to the class is stressful for some students, I’ve found this is a wonderful way to empower individuals to learn and help everyone feel part of the group—no matter what their needs are.
PBL bridges the gap between the classroom and the real world.
I use PBL to help bring the outside world into the classroom. For example, during a unit on the environment, my students acted as city park planners. I was able to customize the lesson for my students and make them think deeply about who uses parks, what sort of animals live in parks, what they eat, where they sleep at night, and more. When lessons use examples that students can relate to, they’re able to connect the dots and bring relevance to what they’re learning. Connecting new information to something they already understand is at the core of education. These real-world, project-based lessons are also cross-curricular, so I am able to incorporate STEM, literacy, and social studies into one project.

As 10 commandments, 10 communication skills for teachers

As 10 commandments, 10 communication skills for teachers

1. Listening

Being a good listener is one of the best ways to be a good communicator.

No one likes communicating with someone who cares only about putting in her two cents and does not take the time to listen to the other person.

If you're not a good listener, it's going to be hard to comprehend what you're being asked to do.

Take the time to practice active listening.

Active listening involves paying close attention to what the other person is saying, asking clarifying questions, and rephrasing what the person says to ensure understanding ("So, what you're saying is…").

Through active listening, you can better understand what the other person is trying to say, and can respond appropriately.

2. Nonverbal Communication

Your body language, eye contact, hand gestures, and tone of voice all color the message you are trying to convey. A relaxed, open stance (arms open, legs relaxed), and a friendly tone will make you appear approachable and will encourage others to speak openly with you.

Eye contact is also important; you want to look the person in the eye to demonstrate that you are focused on them and the conversation (however, be sure not to stare at the person, which can make him or her uncomfortable).

Also, pay attention to other people's nonverbal signals while you are talking.

Often, nonverbal signals convey how a person is really feeling.

For example, if the person is not looking you in the eye, he or she might be uncomfortable or hiding the truth.

3. Clarity and Concision

Good verbal communication means saying just enough – don’t talk too much or too little.

Try to convey your message in as few words as possible.

Say what you want clearly and directly, whether you're speaking to someone in person, on the phone, or via email.

If you ramble on, your listener will either tune you out or will be unsure of exactly what you want.

Think about what you want to say before you say it. This will help you to avoid talking excessively and/or confusing your audience.

4. Friendliness

Through a friendly tone, a personal question, or simply a smile, you will encourage your coworkers to engage in open and honest communication with you. It's important to be nice and polite in all your workplace communications. This is important in both face-to-face and written communication. When you can, personalize your emails to coworkers and/or employees – a quick "I hope you all had a good weekend" at the start of an email can personalize a message and make the recipient feel more appreciated.

5 Confidence

It is important to be confident in your interactions with others. Confidence shows your coworkers that you believe in what you’re saying and will follow through.

Exuding confidence can be as simple as making eye contact or using a firm but friendly tone.

Avoid making statements sound like questions. Of course, be careful not to sound arrogant or aggressive.

Be sure you are always listening to and empathizing with the other person.

6 . Open-Mindedness

A good communicator should enter into any conversation with a flexible, open mind.

Be open to listening to and understanding the other person's point of view, rather than simply getting your message across.

By being willing to enter into a dialogue, even with people with whom you disagree, you will be able to have more honest, productive conversations.

7. Respect

People will be more open to communicating with you if you convey respect for them and their ideas.

Simple actions like using a person's name, making eye contact, and actively listening when a person speaks will make the person feel appreciated.

On the phone, avoid distractions and stay focused on the conversation.

Attend the calls. Someone is searching your number and connecting you for some cause. Respect their calls by attending to it. If you find it as a fake, block their conversation with you.

8. Picking the Right Medium

An important communication skill is to simply know what form of communication to use.

For example, some serious conversations (layoffs, resignation, changes in salary, etc.) are almost always best done in person.

You should also think about the person with whom you wish to speak, if they are a very busy person (such as your boss, perhaps), you might want to convey your message through email.

People will appreciate your thoughtful means of communication and will be more likely to respond positively to you.

9. Feedback

Being able to appropriately give and receive feedback is an important communication skill.

Head of the institutions and coordinators should continuously look for ways to provide employees with constructive feedback, be it through email, phone calls, or weekly status updates.

Note: Giving feedback involves giving praise as well – something as simple as saying "good job" or "thanks for taking care of that" to an employee can greatly increase motivation.

10. Empathy

Using phrases as simple as "I understand where you are coming from" demonstrate that you have been listening to the other person and respect their opinions.

Important: Even when you disagree with an employer, coworker, or employee, it is important for you to understand and respect their point of view.

[20/05 2:58 pm] AZEEZ: *What is a lesson plan?*

1

A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson.

A daily lesson plan is developed by a teacher to guide class learning.

Details in a lesson plan will vary depending on the preference of the teacher, subject being covered, and the needs of the students.

There may be requirements mandated by the school system regarding the plan.

2

A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached.

3

Teachers use lesson plans to provide a guide of what students need to learn and how to accomplish this during class time. 
[20/05 2:59 pm] AZEEZ: *Elements of a lesson plan*

Student learning objectives, teaching and learning activities, and tools to check student understanding are key elements of a lesson plan.
[20/05 3:04 pm] AZEEZ: *Steps to prepare a lesson plan*

The mandatory steps involved in creating a lesson plan include:

1. Creating learning objectives and developing an introduction of the materials.

2. Specific learning activities, which incorporate real-life examples and visual aids, are also integral to the lesson-planning process.

3. Written or oral comprehension checks from students ensure class understanding of the material presented.

4. A conclusion and preview are the final components of the lesson plan.

_These elements summarize the main points provided and offer a preview of the upcoming lesson_.
[20/05 3:06 pm] AZEEZ: Next.

*Why is a lesson plan important to teachers?*
[21/05 5:53 pm] AZEEZ: A lesson plan ensures that teachers can maximize their instructional time management and the benefit of introducing a topic in a very easy way.
[21/05 5:56 pm] AZEEZ: It also helps to a teacher in:

1. Time management
2. Saving time
3. Creating self confidence
4. Establish a standard classroom routine..
[28/05 7:23 pm] AZEEZ: *A model lesson plan*

Name of the teacher:
Class: 8
Name of the subject: English                        
Name of the unit: On the wings of wishes. Sub unit: When wishes come true.         
Period:
Date:

*CURRICULAR OBJECTIVES*

Students are able to,

1) Read and analyse the article and identify the theme.
2) Create an awareness about different stages of life.
3) Develop a positive attitude towards life.
4) Create an awareness among their friends a good feelings  about  parents.

*SOCIAL ISSUE*

What are wishes and its role among human beings?

*SUB ISSUE *

1) How wishes play an important role in one's life.
2) How to create positive attitude towards life through wishes.

*LEARNING OUTCOME*

Our class students,
1. Get a wider outlook about wishes.
2. Create a positive attitude towards parents.
3. Create an awareness to avoid negative wishes.

*CONTENT ANALYSIS.*

"When wishes come true is a short story written by Rabindranath Tagore.

It is a story about a father and son named Subal and Sushil.

The son due to lack of freedom,want to become an elder person like his father.

On the other hand the father would like to be young one like his son.

They prayed to a goddess and their wishes came true.

But both of them faced many undesirable circumstances and events.

Thus they prayed again to Goddess to give back their real stages.

Finally they become satisfied by their original stage.

*PRE-REQUISITES*

The pupil might have the habit of feeling lazy to go to school.

Pupil have the habit of dreaming about when they become elder one.

*PROCESS SKILLS*

Communication and group work.

*LIFE SKILLS*

Effective communication and critical thinking.

*PRODUCT DISCOURSES*

paragraph writing

*LEARNING DISCOURSES*

Flash cards containing different questions.

Laptop containing different emogies.

*REFERENCE.*

Internet, Dictionary and
Course book.

*CLASSROOM ACTIVITITY*

*EXPECTED RESPONSE FROM STUDENTS*

*RAPPORT *

*ENTRY ACTIVITY*

Teacher says last class we discuss about the story of a lazy son
and father.

Today we can deal with rest part of the story.

*MICRO PROCESSING OF THE UNIT*

Teacher reads the passage with proper pronunciation, stress, accent, intonation, modulation of voice and expressions.

Then she ask to read it  silently.

* INDIVIDUAL READING*

Students read the topic silently.

*TRACK READING*

Students the read the topic and track down while reading process.

when they identify known words they are asked to put tick mark.

Students are asked to identify difficult words  and asked to put a cross mark.                                    

Students are asked to put question mark for confusing words.

Students are asked to put exclamation mark for exciting words.

*COLLABORATIVE LEARNING*

Teacher ask the students to sit in pairs or in a group and share
their ideas.

*SCAFFOLDING QUESTIONS*

With the help of a chart paper cutting, teacher presents few questions
from the passage and ask the students to arrange it in the correct
order.

*GLOSSARY REFERENCE*

1. Brew- A medicinal drink
2. Reluctant-Unwillingly.
3. Delighted-Very happy mood.

*ASSIGNMENT*

Imagine that you got a chance to serve the society!

What will you do for it?
[29/05 2:13 pm] AZEEZ: *LESSON PLAN 2*

Class : 5
Year :
Subject : Life Skills Resource : Internet
Topic : Time Management Sessions :3 Sessions

*Objectives* :States the importance about Instructional objectives 

•  *Learning outcomes*:
Discussion with the student about time Management. 

*Concept map*: 

*Methodology*:
Motivating the students about the how time is to be utilised. 

*Explanation method*:
Explaining stories and values and assessing the students by teaching the self awarness creative thinking. 

*Practical Method* : 

*Project Method* : 

*Other Methods, if any* : 

*Teaching-Learning Materials used*
• ICT 
• Textbook 

*Assignments/Homework* : 

*WS/AS/SS/PS/Journal/Reflection* :

*Descriptive indicators* : 

*Classroom assessment*: 

*Application based questions*: 

• Learner activity: 
• Extended activity 

*Signature of Teacher*:

*Signature of Principal/ HOD Signature of Principal/ Vice Principal* :
[30/05 2:57 pm] AZEEZ: *Lesson Plan 3*

Teacher:
Mrs Suman Purohit Das

Date: 26 October 2018

Class: XI A

Subject: Physics

Curriculum: CBSE

Textbook:
NCERT Physics for Class XI- Vol. II

Chapter: 10
Properties of Bulk Matter

*Target Topic*:

Bernoulli’s principle.
Applications of the Bernoulli’s  Principle.

No. of Periods Needed:
2 ( 45 minutes each)

*Learning Outcomes*:

1. To recall formulae of the content.(knowledge)
2. To state Bernoulli’s principle. (knowledge)
3. To prove Bernoulli’s principle (comprehension) 
4. To apply the experimental experiences to understand the Bernoulli principle. (apply)
5. To investigate how each device operates. (Evaluate)
6. To Construct devices that demonstrate Bernoulli's principle (Create) 

*Teaching Tactics/Methodology:*

1. Inquiry based approach
2. Explanation  cum demonstration
3. Problem Solving

*Introductory Activity*:

Ask students to

1. Hold two pieces of thin paper vertically a short distance apart and blow down into the space between them
2. Hold one end of a small sheet of paper in both hands. Keep the held edge horizontal while the other end sags under its own weight. Blow steadily over the top of this horizontal edge. 

Give 1 minute and ask the students what did you observe?

Let them brainstorm and later introduce the topic.  (The higher the velocity of a fluid, the lower the pressure.  This is called the Bernoulli Effect.)

*Detailed Description:*

Did you ever wonder how the wings of airplanes or birds allow them to fly? Bernoulli’s law provides the answer. Think of the wings of the plane and hawk.

The shape of the wings causes air to flow more slowly below them than above them. This causes air pressure to be greater below the wings than above them. The difference in air pressure lifts the plane or bird above the ground.

*Summary:*

Bernoulli’s law states that the pressure of a moving fluid such as air is less when the fluid is moving faster.

Bernoulli’s law explains how wings of airplanes and birds create lift and allow them to fly.

The mathematical equation that Bernoulli derived based on this principle is stated below.

Bernoulli’sEquation: 
P1+1/2ρv12+ρgh1=P2+1/2ρv22+ρgh2=constant
where P is the pressure of the fluid, ρ is the density of the fluid, v is the velocity of the fluid, and h is the height of the fluid.  

Though each term in the equation has units of pressure, Bernoulli derived the equation based on the conservation of energy. The equation is, in fact a statement of the conservation of energy.

*Material Needed:*

1 Ping pong ball
2 Glass Funnel
3 Rubber tube
4 Glass tube
5 Paper

*Action Plan:*

Experiment-1

Ball picked up by a funnel Connect the glass funnel by rubber tubing to the air blower. 

Put the lightweight ball on the table and hold the funnel over it. The air blast through the funnel picks up the ball and holds it. 
 
Experiment -2 

Ball supported by an air jet  (Magnus Effect)
Blow air down the rubber tubing, on the end of which is a glass tube with a jet at the end. You can support a ping-pong ball or light polystyrene sphere (3 cm diameter), or even a beach ball, on the air flow and it will continue to be 'held' even if the jet is tilted over. You can hold a ping-pong ball similarly in a water jet connected to a water tap. Again, when you tilt the jet the ball will still be supported

Experiment -3

Paper cup as two boats
Vertically suspend two paper cups nearby using light string. Blow air between them and observe. 

*Explore More:*

Watch the video
URL: http://www.youtube.com/watch?v=P-xNXrELCmU

*Home Assignment:*

Worksheet (Bloom Taxonomy):

Design an experiment on Bernoulli’s principle other than what performed in the class.

*Learner’s Response:*

*Feedback form to be given for responses:*

(individually or group)

*Signature of the teacher*

*Comment by the Head:*
[31/05 12:53 pm] AZEEZ: *LESSON PLAN 4*

Class :
Year :
Subject : Science Resource : video
Topic : Moral values of Discipline
Sessions :2

*Objectives* :
States the importance of moral values.
• Makes the student understand about moral values how it is important. 

*Learning outcomes*: Making discussion in class. 

*Concept map*:

*Methodology*: 

*Explanation method* : 
Makes discussion about the discipline and teaches children about various rules. 

*Practical Method* : 

*Project Method* : 

*Other Methods, if any* : 

*Teaching-Learning Materials used*:
• ICT 
• Textbook 

*Assignments/Homework*: The Family TTWS/AS/SS/PS/

*Journal/Reflection* :

*Descriptive indicators* : 

*Classroom assessment*:Collect the pictures on the family. 

*Application based questions*: 
Example,
•How you are respecting elders. 

*Learner activity*: The teacher understands about children's activity. 
• Extended activity 
• Any other types of activity.

*Signature of Teacher*

*Signature of Principal/ HOD Signature of Principal/ Vice Principal*
[02/06 2:20 pm] AZEEZ: Standard LP format for all categories and countries.

*Lesson Plan Format*

Lesson Topic/Title

*Learners*
Age and Grade Level, General Characteristics, Individual Differences
and Multicultural Awareness and Diversity Issues.
Content Area Entry Skills & Implications, Information and Technology, Entry Skills & Implications

*Expected Outcomes and Purpose*
Academic Standard or Goal, Concepts and Generalizations, Objectives

*Lesson Technologies, Resources, and Materials*
Teacher Technologies and Resources (i.e., books, websites, CDs, videos), Student Technologies and Resources, Materials and Supplies (i.e., markers, paper, pine cones).

*Learning Environment*
1.  Lesson Length
2. Lesson Setting
3. Technology Setup
4. Classroom Management Considerations

*Teaching/Learning Strategies*
1. Springboard
2.  Information Exploration
3. Active Involvement
4. Closure/Transition

*Connection to Outcomes*
1. Student Work
2. Evaluation
3.Teacher Records

*Extensions*
Learning Centers, Technology-Rich Projects, Information Dissemination.

Ethics in the Classroom: What You Need to Know

Ethics in the Classroom: What You Need to Know

There are five basic principles of ethics that are common to all faiths:
©Do no harm
©Make things better
©Respect others
©Be fair
©Be loving

Do No Harm
Try not to hurt people. Weinstein says if hurting others is unavoidable, for example, in breaking up with someone or firing someone, it’s important to minimize the hurt. Say just enough to make the point clear; don’t say anything that will hurt the person unnecessarily. Hinman reminds us also that it’s important to not be hurtful to people who don’t fit the mainstream, whether it’s a student who is homosexual or a student with disabilities. Hinman explains that the risk factors go up dramatically for these students, and kindness (not cruelty) is a necessity.

Make Things Better
Weinstein says it’s important to help people—and to know the difference between helping and hurting. If you’re a teacher, assign only the amount of homework that is helpful. If there’s a new kid in school, make him feel welcome. If you see someone in need, lend a helping hand. Say something kind. Make people feel good about themselves. Be a part of creating a community where people trust one another. Hinman says if you don’t have trust in a community, people won’t take risks and won’t share who they really are.

Respect Others
Weinstein explains that we show respect by telling the truth, keeping our promises, and not listening to or spreading rumors. If someone tells you a secret, don’t tell anyone else. Hinman points to the importance of teachers respecting students. Don’t treat a child with disrespect or disdain. Don’t crush a child’s spirit. Hinman reminds us that one of the primary goals in a school is to create a community with varying talents that flourish. One of the foundational values for that, Hinman says, is respect—respecting one another and our differences.

Be Fair
Fairness has to do with how we punish people, Weinstein says. Don’t punish too harshly because you are emotional. Make sure your punishment fits the crime. Fairness also has to do with how we distribute scarce resources. Don’t favor some students. Don’t give more to some and less to others. Finally, Weinstein says, fairness has to do with a willingness to turn an unjust situation into a just one. If a teacher is verbally abusive, Weinstein says, the ethical teacher will stick his neck out and get involved. If a student is being bullied, the ethical student will step in.

Be Loving
Part of being loving, Weinstein explains, is having compassion for others. Show people you care about them. Weinstein recalls his 5th grade teacher telling his class that if they did drugs, he would haunt them for the rest of their lives. “When you look at those words on a page, it looks like a threat,” Weinstein says. “But this was his way of showing that he cared about us. And that’s one of the main reasons that I didn’t get involved in drugs.”

Weinstein recently rekindled his relationship with this 5th grade teacher. He flew to see him last year, and he thanked him personally for the influence he had on his life. “That may be going above and beyond the call of duty,” Weinstein says, “but even just a simple e-mail can show you care.”

Relationship between learning environment and student achievement

There is a direct relationship between the kind of learning environment teachers create in their classrooms and student achievement.

Here are 10 specific strategies for developing the optimal classroom climate and culture.

1. Address Student Needs
Remember that students, like adults, have not only physical needs but also important psychological needs for security and order, love and belonging, personal power and competence, freedom and novelty, and fun. Students are driven to meet all of these needs all the time, not just two or three of them. When teachers intentionally address these needs in the classroom, students are happier to be there, behavior incidents occur far less frequently, and student engagement and learning increases.

2. Create a Sense of Order
All students need structure and want to know that their teacher not only knows his content area, but also knows how to manage his classroom. It is the teacher’s responsibility to provide clear behavioral and academic expectations right from the beginning—students should know what is expected of them all the time. Another important way to create a sense of order is by teaching students effective procedures for the many practical tasks that are performed in the classroom.

For example, teach students how to:
®Enter the classroom and become immediately engaged in a learning activity
®Distribute and collect materials
®Find out about missed assignments due to absence and how to make them up
®Get the teacher’s attention without disrupting the class
®Arrange their desks quickly and quietly for various purposes: in rows facing the front for direct instruction, in pairs for collaborative learning, in groups of four for cooperative learning, and in a large circle for class discussions

3. Greet Students at the Door Every Day
As students enter your classroom, greet each one at the door. Explain that you want students to make eye contact with you, give you a verbal greeting, and—depending on the age of the students—a high five, fist bump, or handshake. This way, every student has had positive human contact at least once that day. It also shows students that you care about them as individuals. If a student was disruptive or uncooperative the day before, it gives you an opportunity to check in, explain your “every day is a clean slate” philosophy, and express optimism for that class (“Let’s have a great day today”).

4. Let Students Get to Know You
Students come in to the classroom with preconceived perceptions of teachers. Sometimes it’s good, sometimes it can be an obstacle. I wanted my students to perceive me as a trustworthy, three-dimensional human being rather than as the two-dimensional perception of an “English teacher” that they may already have. Since the only way to impact people’s perceptions is to provide them with new information or new experiences, I would give students a quiz about me during the first week of school. (Of course, it didn’t count.) I’d have them take out a piece of paper, number it from 1 to 10, and answer questions about me. Things like: Do I have children of my own? Where did I grow up? What is something I value? What is something I do for fun? What other jobs have I had besides teaching?
After the quiz, we would go over the answers as a class while I shared a slideshow of pictures of my children, my hometown, and representations of things that are important to me, like family, education, a strong work ethic, fairness, and so on. (I would even get a laugh out of some of their answers.) Students enjoy learning about their teachers, and the quiz gave me an opportunity to share who I am, what I value, and what experiences I bring to teaching.

If the “first week quiz” isn’t something you’re comfortable with, think of other ways you can share with your students:
®Who you are
®What you stand for
®What you will do for students and what you won’t do for them
®What you will ask of your students and what you won’t ask of them

5. Get to Know Your Students
The more you know about your students’ cultures, interests, extracurricular activities, personalities, learning styles, goals, and mindsets, the better you can reach them and teach them.

Some ways of getting to know your students:
®Educate yourself about their cultures
®Talk to them
®Assign journal prompts and read and respond to them
®Attend extracurricular events
®Have students complete interest inventories or surveys
®Have students complete learning style and personality assessments
®Hold regular class meetings
®Play team-building games with students

6. Avoid Rewarding to Control
Over 50 years of research has shown that incentives, gold stars, stickers, monetary rewards, A’s, and other bribes only serve to undermine students’ intrinsic motivation, create relationship problems, and lead to students doing nothing without a promised reward. The human brain has its own rewards system. When students succeed at a challenging task, whether it’s academic (a class presentation) or behavioral (getting through a class without blurting out), their brains get a shot of endorphins. Instead of devaluing their successes with stickers or tokens, talk to students about how it feels to achieve proficiency and praise the effort, strategies, and processes that led them to those successes. Then talk about what they learned this time that will help them achieve their next successes.

7. Avoid Judging
When students feel like they are being judged, pigeonholed, and/or labeled, they distrust the person judging them. It’s hard not to judge a student who just sits there doing no schoolwork after you’ve done everything you can to motivate her. It’s easy to see how we might call such students lazy. And it’s easy to label the student who is constantly provoking and threatening peers as a bully. But judging and labeling students is not only a way of shirking our responsibility to teach them (“There’s nothing I can do with Jonny. He’s simply incorrigible.”), but it also completely avoids the underlying problem. Instead of judging students, be curious. Ask why. (Where is this fear or hostility coming from?) Once you uncover the underlying reason for the behavior, that issue can be dealt with directly, avoiding all the time and energy it takes to cajole, coerce, and give consequences to students.

8. Employ Class-Building Games and Activities
It’s important to develop positive relationships with your students; it’s equally important to develop positive relationships among them. One of the best ways to break down the cliques within a classroom and help shy or new students feel a sense of belonging is to engage students in noncompetitive games and cooperative learning structures. There are hundreds of resources online and in books that provide thousands of appropriate choices for your grade level. Another benefit of bringing play into the classroom is that it gives your students a very powerful reason to come to your class—it’s fun.

9. Be Vulnerable
Being vulnerable develops trust faster than any other approach. Admitting your mistakes shows that you are human and makes you more approachable. It also sends the message that it’s okay to make mistakes in this classroom. That’s how we learn. Vulnerability and public self-evaluation also help develop a growth mindset culture: We embrace mistakes rather than try to avoid them at all costs. We learn from those mistakes and grow. Make a simple mistake, like spilling a glass of water or misspelling a word on the board, and instead of making excuses, talk about how you’re glad you made that mistake, because it taught you something.

10. Celebrate Success
At first this may seem to contradict strategy six about avoiding rewards. It doesn’t. A celebration is a spontaneous event meant to recognize an achievement. It is not hinted at or promised ahead of time like an “if-you-do-this-then-you-get-that” reward. Instead, you might set a class goal, such as the whole class achieving 80 percent or higher on an assessment. Chart students’ progress on a wall chart (percentages, not individual names). After each assessment, discuss the strategies, processes, or study habits that students used to be successful and what they learned and might do to improve on the next assessment.

Once the class has achieved the goal, hold a celebration. It doesn’t need to be a three-ring circus. Showing some funny or interesting (appropriate) online videos, bringing in cupcakes, or playing some noncompetitive games would suffice. The next time you set a class goal and students ask if you’re going to celebrate again, tell them not necessarily. It really isn’t about the cupcakes, it’s about the effort and learning.