PHENOMA practical book for schools 2019 PHENOMA practical book for schools 2019 | Page 83

the environment in which people can learn for themselves by connecting with their natural
curiosity.
Coaching can have a positive impact in schools. Many people can remember an educator who
has had a lasting, positive impact on them. Usually, it is a favourite teacher, a supportive
teaching assistant or the encouraging sports coach. Maybe this person “believed in me when I
was going through a tough time”. Or perhaps that person “saw something in me that no one else
could see”. ( coaching that produces the skills of learning-Paideia thought)
The research on formative assessment we give to our students rather than ‘dry’ grades show
how these processes can help students take control of their own learning and become self‐
regulated learners. Assessment is said to be formative when it brings information which can be
used by teachers and students to modify the teaching and learning activities in which they are
engaged. A key argument is that students are already assessing their own work and generating
their own feedback, and that educators should build on this ability.
Mindset
One of the most basic beliefs we carry about ourselves is about how we view what we consider
to be our personality. A “fixed mindset” assumes that our character, intelligence, and creative
ability are static givens which can’t be changed. A “growth mindset,” on the other hand, thrives
on challenge and sees failure not as evidence of unintelligence but as a heartening springboard
for growth and for stretching our existing abilities.
How we see ourselves in terms of intelligence and general capability determines our success in
life. People with a fixed mindset believe that they were born with a certain amount of
intelligence and talent, and nothing is ever going to change it. They are afraid that they may not
be smart enough, and so they avoid challenges and give up easily upon encountering setbacks.
Failure at anything is to them the ultimate defeat. They constantly compare themselves to
others, and feel threatened by other people’s successes. Working diligently on a new skill is a
sure sign of a lack of talent. They would rather be seen as slackers than admit they tried as hard
as they could and still came short. Grades, awards and being always right is how they measure
their intelligence. Criticism is a sign that they are not up to par – it’s something to sulk about
instead of learning from. Their motto is, “If you can’t do it right the first time, don’t ever try it
again. It’s simply not your thing.”