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Five Mindsets to Reaffirm for a Successful School Year

Hopefully, the summer has offered opportunities to disconnect from the press and stress of the past year and provided time to engage in other activities and endeavors. Mental and physical breaks are important to our health and feeling of well-being. They can also help us to refresh and re-energize.

However, the beginning of another school year will soon be upon us. These final weeks of summer can be a good time to begin to mentally re-engage. It can also be a time to revisit and maybe shift some important mindsets that can help us to have a successful start and sustain us throughout the year. Here are five perspectives that can help us to balance our thinking and inform our work as we prepare for what lies ahead.

Less expectations for control and more prioritizing connection.

Classroom management is a key element in maintaining order and a focus on learning. We need to establish routines and clear behavior expectations. However, effective and sustainable classroom management requires more than setting rules and controlling behavior. The best classroom management grows out of mutual respect and strong, positive relationships with our students. Our success in the opening weeks of school and beyond will rest as much on the connections we make with students as they will on the rules we ask them to follow.

Less focus on covering content and more attention to nurturing learning.

For most of us, preparation to become a teacher focused heavily on how to organize and present content. Priority was often placed on coverage of what was contained in the formal curriculum. While these elements remain important, more crucial is what students understand, the purpose learning can serve, the ways in which they can use it, and the value they assign to it. A perfectly presented lesson carries little value if students fail to absorb, integrate, and retain what is presented to them. Now is a good time to remind ourselves that our work is nurturing learning, not just presenting content. We might think of our work as designing learning experiences, not planning lessons. Only when students are active participants in the teaching and learning process can we expect deep and lasting learning to result.

Less preoccupation with deficits and more valuing of assets.

It can be tempting to fall into the habit of focusing on what students do not know, what they cannot do, and the many things they do wrong. Students are not perfect, but every student has unique experiences, multiple strengths, and their own perceptions, perspectives, and strategies for managing life. The more we can identify, focus on, and leverage the valuable assets students possess the more we can build their confidence, gain their trust, and nurture their engagement. Of course, some students may not be convinced of their assets, and we may need patience and persistence to help them shift their thinking and begin to appreciate their assets.

Less pouring information in and more drawing insights out.

Many traditional teaching practices are based on the John Locke theory that students come as empty vessels and need to be filled with the information and knowledge that teachers present. Yet, we know that students come with many experiences, preferences, prior knowledge, and a desire to drive, or at least influence, what they learn. We also know that students learn better when they see connections to things they already know or have learned. The more we can draw out the ideas students have, help them make connections with what they already know, develop insights about what they are learning, and provide them with opportunities and options to influence and use what they learn, the more engagement, commitment, and learning retention we will see.

Equal priority on products and process.

During the school year, it is important to not only prioritize student success with grades, test scores, and other outcome measures, but also to equally value the learning process to obtain success along the way. While final products are important, they carry little value if the considerations, decisions, and processes necessary to generate them are ignored or lost. Increasingly, artificial intelligence can generate a product without students understanding context, being aware of sequences, or gaining crucial knowledge. Grasping key principles, managing essential information, developing core knowledge, and other process elements can be equally as important as generating a grade, obtaining a test score, or completing a project. The more we can help students to meaningfully engage in and value the processes that contribute to or generate important outcomes, the better prepared they will be for the world after graduation.

Undoubtedly, the coming year will be filled with its share of challenges and opportunities, delights and disappointments, successes and setbacks. Consider the balance of these five mindsets as you navigate what lies ahead. Also, feel free to add other mindsets that you have found helpful to guide your thinking and inform your actions.

July 17, 2025

Start the Year by Teaching Students About Talent and Effort

People commonly assume that those who possess special talents will naturally be more successful than those who do not. Similarly, some students often assume that their classmates possess talent that will make their learning and success easy and inevitable. Consequently, the perceived absence of obvious talent on their own part can lead some students to lower their expectations for their success and diminish their level and consistency of effort.

Such perceptions, though, are not necessarily supported by experience and research. While innate talent certainly offers some advantages, it is only part of the formula that leads to success in learning and life. In fact, talent and effort play near equal roles in achieving success. Talent may make some aspects of learning easier, but effort creates the conditions necessary for talent to flourish. Consider how this truth is revealed in the words of Albert Einstein: “It is not that I am so smart. But I stay with questions much longer.”

As we begin a new school year, it is important for our students to understand and tap the value of dedicating consistent effort to develop the talents they possess and overcome challenges in the areas where their talents may be less obvious. Here are five insights we can share with students to help them understand and manage this crucial relationship.

Innate talent can make initial learning easier. Talent, the seemingly natural inclination toward a particular skill, topic, or discipline, can mean that initial learning requires less effort. However, talent takes many forms, and it may be obvious, latent, or developable. Some people display their talent(s) in clear and natural ways. Others possess talent but rarely display it due to circumstance, lack of confidence, or other factors. Still others may not currently demonstrate a particular talent, but with exploration and effort might develop exceptional skills and capabilities.

Effort can accelerate and deepen learning. Effort has the potential to overcome multiple barriers, including the lack of background knowledge and experience or an absence of opportunities and support to develop a talent. When given consistently, effort can fill experience gaps, reveal hidden potential, and help an individual develop skills and tools that overcome the absence of obvious natural talent.

Curiosity and interest are crucial contributors to the development of talent and consistency of effort. Exploration and discovery can be the fuel that drives the development of talent and the investment of effort. Feeding interest, providing opportunities to explore, and allowing students to discover can be powerful ways to reveal potential talent and inspire students to invest their energy to learn and develop skills. Meanwhile, we can tap interest that occurs naturally or help students build it through creating experiences, building relationships, and nurturing a sense of value or purpose.

Talent that is not supported by consistent effort never fully develops. Having obvious or potential talent carries little long-term value unless it is supported and developed through consistent effort. In fact, talent that is not developed offers few benefits and often leads to frustration and regret. Curiosity, experience, and opportunity can lead to the discovery of potential talent, but its development requires commitment and effort.

Focused, consistent effort can overcome a lack of natural talent. Some students may not possess obvious talent, but they have the power to decide whether and where to invest their effort. Talent supported by effort can be a potent combination, or effort can compensate for the absence of specific talent. In fact, over time, effort can mimic and even substitute for much of what talent can offer.

The bottom line: Talent may be naturally bestowed, but effort lies within the control of each student. The progress they make and the success they achieve will be determined as much by the effort they give as by the talent they possess.

August 15, 2024

Six Questions Students Want Us to Answer in the First Week

The first days of a new school year are typically filled with anticipation and excitement—and some nervousness. As teachers, we are engaged in a new beginning. We have an agenda and a plan, and we can shape the path that lies ahead.

Students experience many of the same feelings. However, they have less control over what lies ahead and thus feel even more uncertainty about what the experience will be like. Consequently, they come with many questions, even if they may not ask them explicitly.

As we think about the first days of the new year, we might consider the questions students will have so that we can think about how we will answer them in ways that set a positive tone and preview an attractive, meaningful, and reassuring start to their learning journey. Here are six questions we can be sure are on students’ minds and to which they are hoping for answers.

“Is my teacher interested in me?” For students we have not had in the past, the first week of school is too early to have a relationship, but students will be looking for clues to discern whether a positive relationship is likely. Do we greet students as they arrive in our classroom? Do we make eye contact and notice their presence? Is it obvious that we are committed to learning their names? Are we interested in learning something about them?

“Do I feel like I am accepted and belong?” We might plan some community-building activities to help students reconnect with existing friends and discover potential new friends. We can share the classroom behavior norms and rules, including the reasons behind them. Even better, we can engage students in the discussion and development of norms and behavior expectations. When we do, they will be more likely to feel ownership of and accept and abide by what is decided. Remember: Students will be asking themselves whether they can be themselves or if they must monitor and modify their behavior to fit in.

“What is expected of me?” Students are likely to want to know if they will be expected to sit and listen, or if they will be invited and encouraged to contribute ideas, insights, and experiences. Will learning be directed or co-constructed? We can share examples of how we will design and approach learning tasks and challenges. We might share an estimate of how much out-of-class time students should expect to spend on assignments and projects. We should also consider discussing how much background knowledge will be necessary to succeed in this class and how we will help students to fill any knowledge gaps.

“What am I going to learn?” This is a time to “sell” what we intend to teach. Students will likely be asking themselves whether the content sounds interesting and how they might use or benefit from what they will learn. This is a great time to answer the “why” of learning the content and skills we will be introducing and nurturing during the class.

“Can I be successful?” To reduce our new students’ fears of failure, we might share tips and strategies that previous students have found helpful. We can assure students that we expect them to succeed—and believe they will. We might also share with students the supports available should they begin to struggle.

“Is this a class that I will enjoy?” The answer to this question rests on what students have learned from the first five questions. If students feel that we are interested in them and want them to feel accepted, and if they believe that they can participate and be successful, this is likely to be a class to which they will look forward and in which they will invest.

We only have one opportunity to get off to a good start. It is worth the time and effort to think through what students want to know and how we can provide the information and assurance they will be seeking.

August 01, 2024

Five Beginning-of-School Messages Families Want to Hear from Their Child’s Teacher

There may have been a time when parents, family members, and other caregivers deferred to their child’s teacher and trusted that said teacher would do what was necessary to support their child’s learning. Families may have sent their child to school without a specific expectation to hear from the teacher unless there was a problem. However, if they existed, those days are long gone.

Parents and caregivers today expect to be informed. They want to know who we are, how we will support their child, and what we will do to ensure their success. They also seek assurance that we value them and want their involvement. Of course, they also want to hear that we are committed to and enthusiastic about our work.

With this context in mind, taking a proactive approach to communicating with parents is a wise decision. As we approach the beginning of the new year, it would be wise for us to develop and share with parents the information and reassurance they seek while also setting the stage for a strong, positive relationship.

Obviously, we need to share information on beginning-of-school logistics, including schedules, necessary supplies, and other need-to-know information. In addition, we might share with parents several key messages to introduce ourselves and reassure them of our commitment to their child’s success and our readiness to partner with them. Here are five key parent and caregiver messages to consider, modify, and share before the year begins.

I am looking forward to getting to know your child and building a relationship with them. You might discuss the early and ongoing activities you have planned to help their child feel welcome and develop a sense of belonging. Share your anticipation of the opportunity to learn the child’s unique personality, strengths, and interests. Invite parents to share any concerns, advice, and hopes that they believe would be helpful to your getting to know their child and forming a relationship. The invitation might be general and informal, and it may be followed by a survey or, if practical, a conversation with the child’s parents or caregivers.

I look forward to developing a productive partnership with you on your child’s behalf. Note that a crucial component of learning and social success is a sense of shared commitment and expectations among the adults in a child’s life. A strong partnership featuring frequent and timely communication and coordination of effort can make an enormous difference for students, especially when they struggle or lose focus. Provide parents with specific options and opportunities to connect with you. Share examples of when parents can expect to hear from you and what they can do if they have questions, concerns, or need to connect. This also is a good time to highlight school events, opportunities to volunteer, and other avenues for parents to participate as partners in their child’s school life.

I am committed to your child’s success. Be explicit in your commitment to make each day an important experience and step in the child’s learning journey. Emphasize the importance of regular reinforcement of past learning, building learning through the introduction of new concepts and skills, and the crucial role of practice to strengthen and lengthen retention of what is learned. Underscore the importance of the child’s regular attendance to sustain strong relationships with classmates, maintain learning momentum, and build continuity and rhythm in the school experience.

I want to help your child grow intellectually, develop socially, and gain strength of character. Remind them that while formal education is about building academic knowledge and skills, a strong, well-rounded education also helps students to develop and manage relationships with others. Further, for students to make the best use of what they learn, they need to grow their character. Honesty, compassion, fairness, responsibility, and other character elements help students become more than informed and knowledgeable; they become better people.

I am excited and energized to begin a new learning journey with your child. You cannot know all that lies ahead in the coming months. There will be hours of exhilaration, days of disappointment, and weeks of amazing progress. Yet, with each step in the journey, you will be creating with their child a unique path of learning and growth. You can expect some twists and turns, maybe even a few side trips, but you can assure parents that your focus will remain on building knowledge and skills, nurturing good people, and encouraging their best work.

The beginning of school is an exciting time, but it is also crucial to setting the stage for a successful year. Sharing key messages of reassurance, expectations, and commitment can help us get off to a great start.

July 24, 2024