STRATEGIES TO THRIVE
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Without recognition of this initial belief and how it contributes to their script about this student — a script that may not be informed by the student ’ s circumstances or other contributing factors — the teacher might become locked in a power struggle or a negative relationship pattern with this student . This power struggle could derail class time and even lead to a negative classroom environment . Conversely , if the teacher is provided with the space and tools for unpacking and understanding this script ( e . g ., identify the beliefs , biases , or mindsets that might contribute to this script ), they may be empowered to gather more information about the student and / or alter their behavioral response .
As such , it can be critical for those who work with early career teachers to offer time and strategies for teachers to identify the beliefs , biases , and mindsets that shape their interactions with students and their approaches to teaching more generally . For
“... it can be critical for those who work with early career teachers to offer time and strategies for teachers to identify the beliefs , biases , and mindsets that shape their interactions with students and their approaches to teaching more generally .” example , equipping mentor teachers and / or program staff with protocols for guiding oneon-one conversations with teachers , where they are encouraged to ask questions that can help teachers identify and understand their beliefs about teaching and learning . Additionally , these conversations could be utilized as a space for checking in about teachers ’ mental health and well-being . Even just including a monthly check-in that focuses on these types of topics or allocating a brief portion of regular meeting or checkin time for discussing the potential scripts that are unfolding in teachers ’ classrooms ( based on the teacher ’ s own admittance or classroom observations ) can be a helpful step in heightening teachers ’ self-awareness and eventually shifting their beliefs or changing their behavior . With a cohort model in the teacher preparation and / or induction phase , programs and schools could lead guided discussions with groups of teachers about these issues .
Once teachers have the space and time to reflect on their own beliefs , biases , and mindsets about teaching and learning , it is helpful to offer tools and strategies to cultivate greater emotional awareness , responsiveness , and regulation in the classroom context . Contemplative practices and programming ( e . g ., mindfulness-based practices ) can serve as one path for helping teachers to develop greater self-awareness , responsiveness , and regulation of emotions . Through engagement in mindfulness practices and learning insights from contemplative science , teachers may be better positioned to identify the scripts playing
Page 24 Fall 2022 CSEE Connections