June 2018
I believe I toggle between a fixed and growth mindset when it comes to my self-confidence and the recognition of my strengths. I am a logical and reasonable individual, with a scientific mind that can recognize how my emotions play on my levels of self-confidence and the ability to see my strengths. According to Jain (2015), self-assessment may well be the single most critical element for self-growth. If I am to improve in this area I will need to move away from self-criticism and judgement of actions to a level of energy that can improve my role as a teacher.
As I analyze my own behavior within the Social Emotional Learning competency of self-awareness (CASEL, 2017), I see that I have displayed a fixed mindset that is according to Dweck (2006), rooted in various psychological complexities such as self-doubt and fear of failure. When I experience self-doubt, my confidence is low and I quickly forget the strengths I have and move toward worry and fear. In addition, I feel as though I hide these characteristics well and put up a front for my family, friends and colleagues to see. They may not know that inside I am struggling.
Jain (2015), identifies some steps that one could take in order to elevate one’s status as an empowered individual. First we need to recognize that we have a choice between a “fixed” vs. a “growth” mindset. Next we must find that underlying desire for continual improvement in one’s performance in spite of failures or setbacks. As we set up our S.M.A.R.T. goal, we are in fact becoming open to opportunities for growth as the plan of action is put forth. Finally, as further suggested by Jain (2015) we can open our minds to a positive "can do” attitude through continual reflective practice while reaching our S.M.A.R.T. goal.
During the last quarter of the school year I meditated at the start of each school day and attend a yoga relaxation class once a week. I kept track of my meditation using a short Google Form that I had designed for this purpose and checked in with the athletic clubs app each time I attended class. I changed the motivation quotes at my desk each morning, and reflected on the quote as part of my morning meditation routine. I also had made arrangements to meet with one of my friends at work each morning to reflect on the school day that is about to begin and ask for her to offer feedback on what is my level of self-awareness, focusing on self-confidence and recognition of my strengths.
I selected a S.M.A.R.T. goal of meditation because I believe that this moment of awareness can be as simple as inhaling and exhaling (taking a moment to pause and reflect) and ovearll a powerful exercise. During the meditation period I also asked myself guiding questions that could help me see my strengths and help boost my confidence. Questions I could ask are as follows:
- What part of today’s lesson am I excited to share with my students?
- What area of strength will be part of my driving force in today’s lesson?
- Identify a positive attribute a student, a group of students, or a class that puts a smile on your face and gives you a sense of calmness.
I purchased a box of quotes and the small cork board two years ago as a decoration on my classroom desk. I am already in the habit of changing the quote each day. Some of my students enjoy reading the quotes as well. Incorporating the quote in my daily “morning meditation” as part of the S.M.A.R.T. goal offered me the opportunity to become more reflective and guide my focus towards a positive outcome. The quotes did not all focus on self-awareness; specifically self-confidence, or recognition of strengths, but they are positive in nature and can guide one's thinking toward all things good.
The morning meeting with my friend and colleague each day was also part of the S.M.A.R.T. goal and it stems from the idea I saw in the Teacher Channel video “Ms. Noonan: Morning meeting” (Ryan, C. & Slattery, I). The meeting seemed to help motivate the students for the day. Many of the students shared what they can do to make this day go better. That positive focus was a key factor in deciding whether I should incorporate this practice in my own goal. In addition having a good friend who I can rely on for feedback will be essential in reaching my goal. According to Tjan (2015) my friend played the role of honest mirror, letting me know in a candid, constructive, and objective manner if I am on the right track towards having a growth mindset and competency of self-awareness as the school day begins. When the two of us talked, we both had an opportunity to have as Jennifer Hawkins (Teacher Channel, n.d. 0:20) calls them, emotional check-ins. Both of us benefitted by thinking about how we felt and talked about it.
Overall, this was an amazing experience and I highly recommend my colleagues to consider a similar practice. I felt as though I had cleared my mind and was starting the day with a positive attitude and a lot of energy.
References
CASEL (2017). Collaborative for academic, social, and emotional learning. Retrieved from https://casel.org/core-competencies/
Dweck, C. S. (2006). Mindset: The new psychology of success: How we can learn to fulfill our success. New York: Ballantine.
Jain, C. R., Apple, D. K., Ellis, W. Jr. (2015) What is Self-Growth? International Journal of Process Education, 7(1), 41-52.
Ryan, C. (Producer) & Slattery, I. (Producer & Director). n.d. Ms. Noonan: Morning meeting [Video file]. Retrieved from https://www.teachingchannel.org/videos/classroom-morning-meeting
Teaching Channel. (n.d.) Emotional check-ins [Video file]. Retrieved from https://www.teachingchannel.org/videos/emotional-check-in
Tjan, A. K. (2015). 5 Ways to Become More Self-Aware. Retrieved from https://hbr.org/2015/02/5-ways-to-become-more-self-aware
