professional development On the Front Line of Teaching ‘Grit:’ The Battle to Stop Students from Quitting By Nicole Gorman G RIT, a term that emerged single-hand-edly from the work of University of Penn-sylvania psychology professor Angela Duckworth, became an instant refresher for the argu-ment that character education and non-cognitive skills have a place in education. But just as quickly as the term was popularized did it begin to re-ceive criticism. Some argued that the grit phenomenon "romanticizes hardship" and distracts from what poor students really need to suc-ceed. Others have argued against fully buying into the idea without sufﬁcient research that proves it actually improves student achieve-ment. Duckworth herself criticized the education community for using her research to promote high-stakes character assessment in this New York Times op-ed. However, whether you prefer to use the recently-popular term "grit" or prefer more old-fash-ioned terms like "perseverance" and "commitment," it doesn’t change the fact that helping students to continue trying despite being presented with challenges and difﬁculties will help them succeed. This is according to Matthew Pietrafetta, founder of the Nicole Gorman is senior education world contributor, EducationWorld. com. Retrieved from www.education-world.com/a_news/frontline-teaching-%E2%80%98grit%E2%80%99-how-really-help%C2%A0students-stop-quitting-554844705. test preparation and tutoring center Academic Approach. Pietrafetta has been helping students by not only offering one-on-one tutoring services, but by also working directly with school leaders and faculty to provide instructional support for school-wide student success. For Pietrafetta, "teaching grit" can be deﬁned as ﬁguring out how to coach students through difﬁcult moments in learning—moments that every student will encounter regardless of their ability or learn-ing style. And unlike many, Pietrafetta doesn't believe this is anything new but rather something that educators inherently work with all the time. "Whether you know it or not as an educator—you're involved in coach-ing around mindset, around grit, around resilience," Pietrafetta says. Now, he says, it's important to focus on how educators are doing this by asking questions like: "How do educators provide opportunities for students to learn to have tools to show growth mindset, show resil-ience, show grit? How do we teach students to receive information in that moment and react with growth mindset rather than statically?" Finding the answer to these ques-tions can be done by delving deeper into analysis of student work, espe-cially on tests, to analyze their be-havior and see how this analysis can be used to help them improve. Simpliﬁed, Pietrafetta says, a stu-dent will always react to lower than anticipated achievement based on one of two mindsets, as deﬁned by the work of psychologist Carol Dweck. Static Mindset: "Oh gosh, that's who I am, I'll always and forever always be that." Growth Mindset: "That's interest-ing, I know I can do better than that, what do I need to improve? Can we go look at that math section? . . . Can you help me?" Psychology professor Angela Duckworth Figuring out which mindset a student has is critical to helping students succeed. For students with a static mindset, it's critical to ﬁgure out how to get them to stop quitting and keep trying—to be "gritty." Pietrafetta offers two examples of ways to effectively determine where a student stands. One way, he says, is by taking a look at their respective "quit rate." A quit rate is found by analyzing how many times a student got to a problem and simply quit. Another way to assess student mindset is by looking for the use of 24 tech directions X FEBRUARY 2017
Visit Article: http://www.omagdigital.com/article/Professional+Development%E2%80%94On+the+Front+Line+of+Teaching+%E2%80%98Grit%3A%E2%80%99+The+Battle+to+Stop+Students+from+Quitting/2702171/380947/article.html.