If we want learners to develop a growth mindset, we have to stop shaming them with labels that can shut the whole learning process down.


Since so many learners have particular needs, we need to go where the kids are and meet them and their needs. We need to learn more about how to do that and then make the necessary adjustments. We work for them, not the other way around.


We cannot and should not be colorblind. The world in which our black children live and will continue to live as adults is filled with experiences that their white counterparts will never experience.


How can we make the rules more flexible to meet the needs of our most challenging learners? Or how can we try to reframe situations so our challenging learners don't feel like they need to compromise their beliefs?


Overall, these conversations have been a way to make the end-of-year discussion less about evaluation and more about personal growth and development of professionalism.


How do you help preservice and early-career teachers acclimate into this important profession?


On this teacher appreciation week, who would you like to thank? Please share


As we continue to build the leaders of the future, we must ensure their own belief in their abilities. This is the only way we can ensure their successful futures and ours.


As educators, we can't just talk a good game about a growth mindset, we must live it.


Since learning is so nuanced, so too should be the means in which we assess it. Let's offer students the opportunity to be seen as whole people who can demonstrate different skills and knowledge in a plethora of ways over a period of time.


The opinions expressed in Work in Progress are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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