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A reframe is a re-statement of a thought placing the situation in a new frame that:

A reframe is a re-statement of a thought placing the situation in a new frame that: Interprets the situation in a new way Alters our perspective iii) Is as logical & true as the original thought. What can a reframe do? Affect attitude & change feelings. Neutralize negativity.

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A reframe is a re-statement of a thought placing the situation in a new frame that:

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  1. Areframeis a re-statement of a thought placing the situation in a new frame that: • Interprets the situation in a new way • Alters our perspective iii) Is as logical & true as the original thought

  2. What can a reframe do? • Affect attitude & change feelings. • Neutralize negativity. • Change a helpless victim to an in-charge owner. Classic Example→

  3. Important Note: Reframing is not about “Positive Thinking.” Example: Reframing expectations.

  4. Ex: Change “Requirements” to “Choices” Victim Position: I have to take that class. I have to study. I have to go to class. Ownership position: I choose to take that class. I choose to study. I choose to go to class.

  5. Ex: Reframe with the “magic” word: aka “for now” aka “at this moment”

  6. Victim Position: I can’t write it. I can’t do this problem. I don’t understand. I’m not ready for the test. I haven’t learned this. I haven’t passed math/English. I can’t remember this. Ownership Position: I haven’t written it yet. I can’t do this yet. I don’t understand yet. I’m not ready yet. I haven’t learned yet. I haven’t passed yet. I can’t remember yet.

  7. Teacher Situation: • Just given finals & grades at the end of the semester. • Grades are very low. Reactions? Actions?

  8. EMOTIONS Burn out Hopelessness Helplessness THOUGHTS Students get worse all the time. It’s the students’ fault. BEHAVIORS Blame students. Speak disparagingly of students. BODY SENSATIONS Fatigue Tension Headaches

  9. EMOTIONS Anger Depression Ashamed THOUGHTS I am a bad teacher. It’s my fault. BEHAVIORS Blame self. Speak sharply to students. Complain about students to others. BODY SENSATIONS Tension Fatigue Heart Palpitations

  10. EMOTIONS Anger Depression Helplessness THOUGHTS “They” didn’t give me enough time to teach, enough supplies or enough support. It’s “their” fault. BEHAVIORS Blame the “higher ups.” Complain. BODY SENSATIONS Tension Fatigue Ulcers

  11. EMOTIONS Excitement Curiosity THOUGHTS I wonder what I could do differently & what my students could do differently & what my college/field could do differently. BEHAVIORS Frame questions. Do research. Become proactive. BODY SENSATIONS Calm Relaxed

  12. Model #4 “Mindset” Carol Dweck, Stanford Psychology Prof, Mindset: The New Psychology of Success vs Fixed Mindset We can learn but can’t change our basic level of intelligence Growth Mindset Intelligence increases with effort & hard work.

  13. Mindset Model vs Growth Mindset • Focus on effort • Skip judging • Ask: What can I learn? How can I improve? What can I do differently? Fixed Mindset • Focus on ability • Evaluate & label Good-bad Strong-weak Ref: Dweck, Mindset: The New Psychology of Success

  14. Mindset Model vs Growth Mindset • Focus on effort • Skip judging • Ask: What can I learn? How can I improve? What can I do differently? Fixed Mindset • Focus on ability • Evaluate & label Good-bad Strong-weak Choose this! Ref: Dweck, Mindset: The New Psychology of Success

  15. A “fixed mindset” is a problem for “smart” students. When they make mistakes or can’t rise to a challenge immediately, they don’t feel smart.

  16. Reframe mistakes. Dweck quotes: “Every time a student makes a mistake in math, they grow a synapse.” (ERN & Pe responses) “When we make mistakes, our brains spark & grow.” Correctness is not a sign of intelligence. Ref: Jo Boaler, Mathematical Mindsets

  17. “Just because some people can do something with little or no training, it doesn’t mean that others can’t do it (and sometimes do it even better) with training.” Ref: Dweck, Mindset: The New Psychology of Success

  18. “Just because some people can do something with little or no training, it doesn’t mean that others can’t do it (and sometimes do it even better) with training.” Lower anxiety by focusing on effort, not ability. Academic skills are learnable! Ref: Dweck, Mindset: The New Psychology of Success

  19. Recognizing effort, not ability, Jo Boaler suggests saying: “That is an amazing piece of work.” “It is great that you learned that.” “You have thought deeply about this.” Ref: Jo Boaler, Mathematical Mindsets

  20. Take charge of • Academic thoughts: a) Reframe negative thoughts b) Dispel common academic misconceptions • Academic behaviors: c) … d) …

  21. b) There are many common academic misconceptions. Let’s look at the true/false quiz:

  22. True/False Quiz 1. I can’t do math/write. 2. Math/writing/science is always hard. 3. Only smart people can write/do math/do science. 4. Teachers always write quickly/do math problems quickly in their heads.

  23. (True/False Quiz Continued) 5. If I don’t understand a problem/an assignment immediately, I never will. 6. There is only one right way to work a math problem/write a paper. 7. I am too shy to ask questions. 8. People either have a math mind/writing ability or they don’t.

  24. Every statement is false. Be curious about reframing them. Automatic negative thoughts often contain common Thought Distortions.

  25. Overgeneralizing Absolute Thinking Mind Reading Crystal Ball Thinking Feeling=Being Shoulding Ref: Ooten etal

  26. 1. I can’t do math/write. 2. Math/writing/science is always hard. 3. Only smart people can write/do math/do science. 4. Teachers always write quickly/do math problems quickly in their heads. 5. If I don’t understand a problem/an assignment immediately, I never will. 6. There is only one right way to work a math problem/write a paper. 7. I am too shy to ask questions. 8. People either have a math mind/writing ability or they don’t.

  27. Take charge of • Academic thoughts: a) Reframe negative thoughts b) Dispel common academic misconceptions • Academic behaviors: c) Learn study skills d) …

  28. To change academic behaviors, learn Study Skills. We need to help students adapt to “college culture.”

  29. Academic Study Skills: Reading Textbook Test Taking Studying Using Resources Note Taking Study Groups Asking Questions Working w Tutor Time Management Homework How To

  30. Model #5—Brain A brain has 10 billion+ neurons

  31. Vocabulary: Neuron Dendrite/Axons Myelinate path—>road—>highway—>freeway Remember: Mistakes grow synapses.

  32. It’s a misconception that learning is about memorizing! Instead, learning is about growing strong axons/dendrites & making solid & new brain connections!

  33. It’s a misconception that learning is about memorizing! Instead, learning is about growing strong axons/dendrites & making solid & new brain connections! What study skills grow strong axons/dendrites? (Note the reframe!)

  34. Revisit study skills and consider making solid brain connections. Reading Textbook Test Taking Studying Using Resources Note Taking Study Groups Asking Questions Working w Tutor Time Management Homework How To

  35. Take charge of • Academic thoughts: a) Reframe negative thoughts b) Dispel common academic misconceptions • Academic behaviors: c) Learn study skills d) Set short-term goals

  36. Students need both long-term goals and short-term goals.

  37. Model #6 Flow/Engagement/Focus involves all of these: • Matching skills w demands. • Getting feedback. • Setting short term goals. (Ref: Csikszentmihaly, Flow)

  38. Help students set short-term goals to be engaged & to reach long-term goals.

  39. S-T Goals for Studying • Keep list of resources handy. • Begin asap after class. • Warm up with class examples. • Mark hard problems/ideas or confusion clearly. • Find a study partner or group.

  40. S-T Goals for Note-Taking • Listen for & write teacher’s summary of today’s work. • Identify & record test questions. • Use dead class-time to fill in notes. • Rework notes soon after class. • Use paper, pens, notebooks that you like.

  41. To summarize, let’s revisit anxiety: “Anxiety” comes from being required to stay in an uncomfortable situation where we believe (think) we have no control.

  42. Six Models for Managing Academic Anxiety

  43. To take charge of thoughts & behaviors • Reframe. • Choose Growth Mindset • Dispel misconceptions. • Learn study skills. • Set short-term goals. to manage academic anxiety.

  44. References: • Boaler, J. (2016). Mathematical Mindsets. Jossey-Bass. • Czikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books. • Dweck, C. (2006). Mindset: The New Psychology of Success. Ballantine Books. • Greenberger, D. & Padesky, C.A. (1995). Mind over Mood. Guilford Press. • Ooten, C., with Moore, K. (2010). Managing the Mean Math Blues: Math Study Skills for Student Success. Pearson.

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