The concept of a growth mindset is one that students, teachers, and parents of the JPC community will often encounter. Nearly every day our students encounter challenging moments where their attitude and approach to their learning is tested. There is perhaps no greater test to their application of a growth mindset than during Independent Learning Time. During Independent Learning Time, our students face up to the challenge of becoming self-directed learners, taking responsibility for planning their work, overcoming challenges, and extracting the most out of their potential. Each period will offer up different challenges- motivation, distraction, content, understanding. Each challenge needs different skills and characteristics to be overcome. As your child encounters these challenges, there really is only two options. By showing a growth mindset, they persevere, look for solutions, look for support, and grow substantially as a learner and as a person. They begin to understand that the learning process can sometimes be hard but be worthwhile. The other option is that they show a fixed mindset. In this pathway, students succumb to challenge in any number of ways. Our job as parents and teachers is to try and ensure that every opportunity for our students is one that is one that they learn from.
As Independent Learning Time began this week, it was interesting to note the difference in two groups of students in their own self-directed learning journey.
It is fair to say that our seniors have begun the year with a new vigor in their learning and this was evident in their attitudes during ILT this week. Each of Year 11s has encountered their own challenges over the last few years, with each experience adding to their problem-solving tool belt. Their planning and organization has improved vastly in the time that I have known them, and to see the groups of seniors engaged with their work, sets a great example for our younger students. There is no clearer example of how their self-direction has improved than watching the Year 11s in their study periods. AS you walk through their study area in class time, there are groups of students collaborating, debating, arguing over the content, demonstrating an enthusiasm for their learning that has not been seen before. I congratulate the Year 11s on the fine start and hope they can continue the pace shown for the rest of the year.
On the other end of the spectrum are our new Year 7 students. They began this week with a flurry of excitement as they entered their first week of independent learning. Armed with a skills booklet, perhaps some overconfidence in some areas, and a limited knowledge of our rooms, it was impressive to see how well they took to a system completely foreign to them. Their journey this week will replicate their journey over the next few years, with periods of confidence, some obstacles that seem insurmountable, help and support from their peers and teachers, some tears and hopefully more smiles. The first few weeks will be especially challenging, and at times their will and outlook will be tested. It is in these moments where the use of the growth mindset is most important. Many times, I heard the phrase “I can’t…” by one of our year 7 students. With a few probes and pokes, and sometimes a few attempts, it was amazing to see the confidence of these same students as they climbed the metaphorical wall that only moments previously seemed too difficult to attempt. To the parents of these new year 7s, I know it is difficult to see your child in the midst of this struggle. I encourage you to use your own growth mindset, and instead of helping your child, help your child to help themselves. Allow them to make mistakes, allow them to learn from their struggles so that the next time they are faced with a similar problem, they have the skills and characteristics needed to overcome it. Your child’s Mentor teachers are there to offer their support and are only a quick email away.
I am often asked by parents how they can support their child on their ILT journey. I can assure you that the role that you play is significant. Firstly, and probably the greatest impact we see that parents can have, is to start by helping your child with the planning process. Their ILT planners are to be completed before they arrive at school on Tuesday mornings. It is our expectation that parents sign their child’s planner when it is completed. We know that this is not always possible, but even by asking to see their planner, you are showing an interest in your child’s education. Ask them about their room choices, the teachers they have chosen, the students they have written to collaborate with. Helping with their planning will mean familiarizing yourself with Moodle, our online learning platform. Secondly, help your child by monitoring their Homework and ILT work. The Homework policy at JPC is for 30 mins of reading, 15 minutes of Language and 15 minutes of Mathematics work each night. If they come home on Wednesday or Thursday evening, ask to see the work they completed in ILT. They will give you every excuse for why you don’t need to see it, but please persist! The rewards for both you and your child will be worth it. Thirdly, build a relationship with your child’s mentor. Engage with their mentor reports, ask questions of their Mentor teacher, ask your child about how their mentor session went. And lastly, on a practical note, it is a wise decision for parents to purchase a document folder for their child to keep their ILT planner safe from the rigors of being shoved unceremoniously into a student’s locker at the end of the day.
Over the next few weeks, I encourage you to monitor how your child is fairing on their journey to self-direction. If you think they may need some extra support, please contact your child’s mentor.
Liam Stakelum
ILT Coordinator
