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The Power of Mindsets and Relationships: Nurturing Motivation and Resilience in Students

The Power of Mindsets and Relationships: Nurturing Motivation and Resilience in Students. www.drrobertbrooks.com contact@drrobertbrooks.com. The power of mindsets. Mindsets: The assumptions and expectations we have for ourselves and others that guide our behavior

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The Power of Mindsets and Relationships: Nurturing Motivation and Resilience in Students

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  1. The Power of Mindsets and Relationships: Nurturing Motivation and Resilience in Students www.drrobertbrooks.com contact@drrobertbrooks.com

  2. The power of mindsets Mindsets: The assumptions and expectations we have for ourselves and others that guide our behavior What is the mindset of educators who touch both the hearts and minds of students, nurturing motivation, learning, and resilience? Do we identify and discuss this mindset at staff meetings?

  3. Features of a positive mindset To believe in the capacity of students to become more hopeful and resilient: To believe we can serve as a “charismatic adult” “I want to be a charismatic adult. What do I do?”

  4. Features of a positive mindset To believe that all children from birth want to learn and be successful To believe that all students are motivated, but unfortunately, some are dominated by “avoidance motivation” as a way of protecting themselves from situations that they believe will lead to failure and humiliation.

  5. Features of a positive mindset At times we must think outside the box if we are to improve relationships with students and apply strategies that will minimize avoidance motivation

  6. Features of a positive mindset To create “motivating environments” that nurture intrinsic motivation, learning, and resilience: Deci’s focus on basic needs that apply to administrators, staff, and students 1. The need to belong and feel connected (and let’s add the word welcome): When any member of the school environment feels alienated, learning and achievement will be compromised and anger and resentment will become dominant features

  7. 2. The need for self-determination and autonomy, which are significant features of a sense of intrinsic motivation, ownership, and resilience a. What kind of choices and decisions do we provide staff and students? b. Do our disciplinary practices promote self-discipline and self-control as well as nurturing a safe environment ?

  8. 3. The need to feel competent: To identify, reinforce, and display each youngster’s “islands of competence”--We must adopt a strength-based model if we are to nurture motivation and resilience a. Do we provide students with an opportunity to contribute to and make a positive difference in their environment? b. Do we foster the attitude that mistakes are experiences from which to learn?

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