A PRINCIPAL'S LOVE LETTER TO HER STUDENTS

June, 2015©      © April 2024

Hello Students!,

I want to leave you with a small message from me as we end this school year. I have truly enjoyed being your principal. You are remarkable! You are memorable! You are beautiful! You are talented! You are smart! And you have brought me much happiness and joy.

When I first started as your principal I wanted to have a signature statement to say at the closing of each announcement. I thought about many fancy statements such as “Reach to the Heights” or “Always Give Your Best”. Yet none of those were really satisfying. I wanted my closing statement to you to be something you would love hearing and something that would edify you and build you up.

I thought long and hard and then I remembered what I always wanted to hear when I was little. I always wanted to hear the words, “I Love You!”

You see as a child, I knew that my parents loved me dearly. They would work long hours to feed and clothe me. They would take me to church and buy me nice things for Christmas. They would take me on family vacations to see my favorite cousins. They would sit up with me at night when I had a fever. They would kiss my forehead and give me warm hugs. But they never said the words, “I Love You”. That just wasn’t a way they were used to communicating. Yet I always wanted to hear the words, “I Love You”.

Then one day when I was much older, I went to college and joined a Christian group called the Navigators. During one of our Bible Studies the leader asked, “How many of you have ever heard your parents say, “I Love You?”. A lot of us in the study group raised our hands. The leader went on to say, “Then here is what you should do. Every time you call your parents, say the words “I Love You” at the end of your conversation and then watch and see what happens.”

So I decided to try this. I did it over and over again. Sometimes my mother would just say “me too” or “I know”. My dad would just say “okay”, or “I know”. Then one day something marvelous happened. I had just finished talking on the phone with my mom about something and just when we were about to hang up she said, “Shelia, I Love You!”

From that moment on both of my parents continued to say “I Love You” to me. I can still hear echoes of it now even though they are both no longer living.

Students  that is why I decided to make my signature closing line “Mrs. Burlock loves you!”  You need to not only see it and feel it but you also need to hear it.

This simple statement affirms you. It lifts you up. It values you. You are valuable! Your dreams and desires, thoughts and opinions, comments and suggestions, ideas and creativity matters! You are a Star, no matter who you are. You can and will achieve, if you just believe. Believe in yourself. And believe that Mrs. Burlock loves you and always will!  ©                                                                                     

Shelia F. Burlock

RESILIENCE IS BLACK HISTORY

February 14, 2023 

Students today live in a fast track society filled with fast food, fast technology and fast choices. Everything comes at them so quickly. However, success often comes slowly after multiple attempts and frequent repeats. As educators we have the awesome opportunity to demonstrate to our students how to be resilient. We can teach our students how to be durable, strong and forbearing. We have the remarkable privilege to put an imprint on our student’s lives of what endurance looks like –the endurance to keep on keeping at something. We can show our students the determination to work at the same goal multiple ways, for long lengths of time until the desirable outcome is obtained. This is being resilient. 

There were many in history that were resilient in spite of having frequent disappointments. These are some of the people we speak about and teach about during Black History Month which is America’s History because of the impact their contributions made on All of America. These "clouds of witnesses" cheer us on because they experienced what it is like to be durable, strong, and resilient against insurmountable odds. They knew how to continue moving forward, resisting all kinds of obstacles and opposition. They were resilient and resistant to the hurdles thrown at them and they found creative ways to navigate around, through, and beyond until they overcame. And now we can gain encouragement from our history in order to teach this life skill to our students. 

Here is how: When we are resistant to low performance, we are being resilient. When we are resistant to labels, we are resilient. When we do not allow labels to define us or limit us then we are being resilient. We will resist discouragement. We will resist fatigue. We will model for our students how to be resilient, how to forbear, how to be steadfast and always abound and how to be durable. We will continually seek to differentiate ways to teach all our students until they reach the desirable outcome of becoming lifelong learners. WE ARE RESILIENT AS EDUCATORS! 

WE ARE WHO ARE STUDENTS NEED!

Shelia Burlock, Educator

Quote for the minute: “Do not judge me by my successes. Judge me by how many times I fell down and got back up again.” – Nelson Mandela

 

                                   My Education Story                                                  

By Shelia F. Burlock

December 6, 2022

 

I remember as a little girl playing rock teacher and baking mud pies and oh my, jumping Double Dutch Rope all day long! Little did I know at the time that these childhood interests would make a lifetime imprint on my life and in some ways define what I love today.

I love teaching. I love baking and I love exercising.

However, my love for education really started with my parents. My mother dear Ethel Lee and my daddy Johnny B. were natural born teachers. They taught me what they loved. My mother loved baking. My father was good with working with his hands. They both used direct instruction. They modeled and used shared learning, essential vocabulary, scaffolding content with guided and independent practice. Although they never realized it; they were my best teachers. My dad had his favorite saying- “Now you’re thinking like a Harris!” (Meaning now you have it!) This was the highest paid compliment one could have gotten from him. 

I also had two older cousins who were superb educators and who piqued my interest in teaching- Their names-Mae Alice Tucker a high school home economics teacher and Pauline Kelley, an elementary school teacher. They were both my childhood heroes. I often thought to myself that when I grow up, I want to be just like them. 

But what clenched it for me to fall in love with education was my fifth grade Chicago Public Schools teacher, Mrs. Pitts. 

Mrs. Pitts always said to me, “Shelia you’re going to be something when you grow up!” 

She liked to have me recite poetry in class especially Langston Hughes- our favorite. And my favorite poem was “I TOO ".   Mrs. Pitts' belief in me that I too could do anything THAT I set my mind to along with the dynamic expression of teaching I saw her do, made me fall in love with education. 

As a child growing up in Chicago and attending Chicago Public Schools, I never imagined that my career journey would take me from working as a home schooler, pre-school teacher, day care director, public school elementary and middle school teacher, and finally as a licensed administrator within three school districts and in two states.  My career is pretty eclectic spanning from working in diverse educational settings-in Private Schools, Christian Schools, traditional Public Schools, Urban and Rural schools and in Charter Schools. 

My family has been my inspiration through each stage of my Edu- journey. My family are my heroes especially my husband of 41 years Donald Burlock Sr. He has been my lion- always with me to provide, protect and promote me. My son, Donald; daughter-in-law, Debbie; and my two daughters, Melissa and Sylvia are my ongoing encouragers- always seeing the best in me. To be a successful educator you need a support system, and this is who my family is.

I love to approach learning as an adventure or a discovery for students to explore learning tasks according to their interests. I used to have my own children work on authentic real world projects related to what we now call STEM and STEAM because I knew that if they investigated and created solutions to problems that arose then they would acquire and attain their learning for a lifetime. I still have the ant farm that my own kids navigated and explored when I homeschooled them. This kind of sustained learning has stayed with them and even shaped the trajectory of career choices they do now.  It inspires me to see kids loving learning and taking ownership of their learning. This is exciting for me to see because when a child loves to learn and asks questions and explores, and builds, models and evaluates and explains what they learn- then the sky's the limit. This gives me chill bumps to see kids excited to learn. 

Within all the school settings I’ve worked, I always want students to know that they Belong here. That this is a safe place for them to be inquisitive, to research, to explore and to create.  It’s important for kids to have a sense of belonging because then they believe that they can achieve, succeed and excel because they work from a place of safety. 

One of my goals for students is to cultivate and maintain a growth mindset, which means that they have the frame of thinking that they can try any challenge and get good at anything they desire if they put in the effort, practice and perseverance. And that their talents and skills can be developed with grit which is learning how to push past obstacles and how to gain from the pain. Yes, it’ll be hard even difficult and challenging but don’t quit because in the end, you will gain and grow and improve and succeed!

This all leads to sustainability. 

So, my goals are 

Growth +Skill + Grit=Sustainability

 

 

What’s Your Edu-Story?

 

 

Quote for the minute: I am only one, but still I am one. I cannot do everything, but still I can do something; and because I cannot do everything, I will not refuse to do something that I can do. by Helen Keller

 March-April , 2022

What is a Lifesaver?

 This question will come to mind often when you’re working to serve others in any field or sphere of influence. And it’s another way of asking, “What can I do now to make a difference?”

The revival begins with the individual. Do not allow your creative energy and your plethora of ideas to lie dormant beneath a fallow heart. Instead cultivate a rigorous attitude and break through the hard crust of doubt and fear to see what a difference you can make!

Allow your words to ring out with prosody as you help to institute even a ripple of change.

We Are All Needed.  We all can make a difference. There is no room on the side lines.  There is only space on the Team.

So, realize the opportunity you have in materializing a desire for lifelong learning in others. Contemplate and reflect on what you can do now. The revival begins with the individual, and then the reward will come.

by Shelia F. Burlock

 

 JANUARY -FEBRUARY 2022

“Positioning ourselves to make a difference in the lives of children is the

“Energized Paradigm” of thinking we should have as we move forward this school year.  Education is all about moving forward. Education is all about positioning ourselves to make a difference in students’ lives.” 

S..F  BURLOCK

 

Positioning ourselves to make a difference in the lives of children is the “Energized Paradigm” of thinking we should have as we move forward this school year.  We must reframe, refocus, and recharge our performance and position ourselves to prepare through professional development in order to give the best for our students.  We must position ourselves in creating possibilities; in building new relationships with staff, students and parents; in anticipating positive and productive change.  We must position ourselves in hoping for progress, with a new attitude to persevere; to collaborate; to grow and to empower the world around us. Education is all about moving forward. Education is all about positioning ourselves to make a difference in students’ lives.

Educators as we move forward this school year, proceed with the expectancy that we will make a difference in the lives of our children. Let’s move forward with intensity and intentionality that our input is a significant and integral part of the whole.  We all need one another like the rungs in a ladder, in order to climb and move forward toward increasing the productivity of our school’s learning community.  Let’s continue to move forward this school year, looking ahead and positioning ourselves to make a difference in each child’s life.                                                           ~Mrs. Shelia F. Burlock~

Martin Luther King, Jr. QUOTES

“We must accept finite disappointment, but never lose infinite hope.”

 “Not everybody can be famous but everybody can be great because greatness is determined by service...You only need a heart full of grace and a soul generated by love.”

“You are not only responsible for what you say, but also for what you do not say.”

 

“Today, is a great day to make a difference for someone. 'I have a dream'.

 

“Our lives begin to end the day we become silent about things that matter.”

 

 

 

"Like a Candy Cane, You curve and adjust daily your perspective with patience, And even when you are not looking or are unaware, they watch for your approval."    SHELIA F. BURLOCK

DECEMBER MEMO

A Principal’s love letter to her teachers. 

Dear AWESOME Teacher- YOU!

I celebrate you for all you do. You are all these famous Educator ABCdescribing words:

AcademicAdventurousAdvocateAlertAliveAmuseAnalyticalAnimal-loverAnimatedArticulateArtisticAssertiveAstuteAthleticAttractiveAutonomousBalancedBeautifulBright

Business-orientedCapableCaringCheerfulClearCleverCommittedCompassionateCompetentConcernedConfidentConscientiousConsiderateCoolCooperativeCourageousCreative

CuriousDaringDependableDetail-orientedDeterminedDiligentDisciplinedDown-to-earthDrivenEmpatheticEnchantingEncouragingEnergeticEnthusiasticEntrepreneur

EthicalExplorerFastlearnerFearlessFierceFitness-orientedFlexibleFocusedFoodieFunFunnyGenerousGentleGenuineGoal-orientedGraciousGroundedHappy

Hard-working

HealthorientedHelpfulHilariousHonestHumbleImaginativeIndependentInnovativeInspirationalInspiringIntellectualIntelligentInterpersonalInvolvedJollyJovialJoyfulJoyousKind Knowledge-seekingKnowledgeableLeaderLogicalLoyalMatureMechanicalMethodicalModernModestMotivatedMulti-lingualMusicalNaturalNurturingOrganizedOutgoingPatientPerseveringPersistentPleasantPositiveProfessionalQuirkyRealisticSmartSuccessfulSuperTalentedUnderstandingUniqueVibrantVivaciousWarm eXtraordinarYZealous

 

From my heart to yours.... A holiday poem for you.

Have a wonderful restful holiday season.

A Candy Cane Poem

By S. Burlock

Like a Candy Cane,

You are beautifully and wondrously adorned with sweet contours of 

A Resilient and Creative Personality.

Like a Candy Cane,

You curve and adjust daily your perspective with patience,

To forever build a learning community for your children.

Like a Candy Cane,

Your students gravitate towards your brilliance and sweetness,

And even when you are not looking or are unaware, they watch for your approval.

Like a Candy Cane,

Your students are excited by the pleasant taste for learning you encourage and reward within them.

Because Like a Candy Cane your presence beautifully and wondrously adorns our school and we would be less without you.

We celebrate you!

Like a Christmas Candy Cane! 

By Shelia F. Burlock

As you relax over this vacation time: Remember that Courtesy and Kindness are hard to give away. They are known to come back home again. MAY YOUR HOME/FAMILY BE FILLED WITH IT.

 November Memo 2021 TMC-Self Efficacy-Grace

“Learn how to build relationships with your students. When children like you, they learn from you.”

-Shelia F. Burlock

 

I remember having a “discipline” conversation with one of my fifth-grade students.

 

He had gotten in trouble for yelling and screaming in an outburst of anger. 

 

I calmly spoke with him to diffuse the situation, and after things had de-escalated, I sought to find out what was the root cause of his sudden display of anger, and to give him a strategy for dealing with negative feelings.

  

The strategy involved me giving him a small notepad and pencil to carry around with him. When a trigger happened that made him angry, he could write down in that moment how he was feeling and why. I told him to just write small phrases and then later expand on it and make it into poetry. I shared how I journaled and liked writing, especially poetry. I also spoke with his parent about having him practice this strategy at home. 

 

He went on to use this strategy for a few weeks. Then one day he brought me a copy of one of his poems. I read it silently. He waited in silence. Then I gave him sincere, earnest, and meaningful feedback. 

 

FEEDBACK and T.M.C.

 

Giving feedback with T.M.C. (Tactful Meaningful Care) is one way to build a relationship with your students. Your students know when you are being sincere or just pulling their leg. Don’t just say “good job” or “great.” Say why what they did is a good job or great. And please don’t say it’s good when it is truly not. Children know when a teacher is being patronizing. They watch other kids’ performances and work. They know when they aren’t performing up to par so don’t give meaningless feedback. Say something like “I love the effort you put into this” or “I like your thought pattern” or “I like how you’re thinking about this. This shows you are studious, but this is not there yet. Here’s what you can do to get it there and here’s how I am going to help you.”

 

SELF-EFFICACY

 

When you give honest meaningful feedback to a student you build up his self-efficacy. 

“Self-efficacy is commonly defined as the belief in one’s capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated.” 

(Source: https://serc.carleton.edu/20538)

 

Building up your students’ self-efficacy is another way to build a relationship with your students. Your students will know you believe in them and will believe in themselves. 

 

REWARDS and WINNING and GRACE

 

I love giving out chocolates—the good ones—and candy. Adults and kids alike love sweet treats. Don’t just give out rewards when a student wins at something. One way for sure to let your students know you like them is to give out a little grace now and then. 

 

Grace means giving what we don’t deserve, and it is a counterpart to mercy, which means holding back what we do deserve. Perhaps that unruly student doesn’t deserve a reward from you, but you can always give grace. As adults we want this, so our kids want it too. 

 

When you give them TMC (Tactful Meaningful Care), build up their self-efficacy, and give a little grace now and then, your students will like you, and when they like you, they will learn from you. Learn how to build relationships with your students. 

 

 by   Shelia F. Burlock

October, 2021

The phrase “PURPOSE-driven life” has been increasingly used in religious, business, and political circles over the years. It is a phrase that captivates the attention of so many because of the significance of the word purpose. This word reflects having a sense of mission or a task to accomplish. Leading a purpose-driven life can also mean to make a difference with your life. 

 

Everyone wants to make a difference in this world and feel pride in significant accomplishments. As educators, we are among the legacy builders, the ones who make a difference in the lives of children. Having a defined purpose is what motivates us to continue doing a job well done. 

 

This motivates us to believe that we are playing a vital role in initiating change; embedding change; blossoming change; creating change; and in imprinting change within the lives of children. This kind of purpose brings about a legacy, which continues on within the life of another individual. 

 

Peers, let’s take time to reflect upon our PURPOSE for why we do the things we do. REMEMBER THAT WE ARE MAKING A DIFFERENCE IN THE LIVES OF CHILDREN. Having a defined sense of PURPOSE makes us legacy builders.

I am happy to serve alongside such a group of committed educators.

 

Teaching tip for the minute:  "Immediately after attending a workshop or conference, choose at least one new strategy you learned and incorporate it into your teaching.” quote from: Teach to Reach by Craig Mitchell & Pamela Espeland                                                   

 

Mrs. Burlock

 

 

 

Memo Minutes are News Briefs and Highlights of Inspirational, Professional Development, and School Improvement News with “Quote for the Minute.”

TEACH the Achievement Mindset

 August 2021

Students’ brains are designed to respond to environmental stimuli when introduced (environmental: of or relating to the external conditions or surroundings; environmental factors). Therefore, the “hook” part of your lesson or the “anticipatory set” is so important. This is when you can introduce the lesson by using multi-sensory, inquiry and project-based approaches. 

You can do this by integrating technology with relatable current events; using real- time examples from a recent field trip; or teaching sight words using cereal boxes. There are a host of examples of multi-sensory, inquiry and project-based approaches to introduce new stimuli. 

In the past, one of my first-grade teachers used a pumpkin from a field trip as her “hook.” She had her students predict how many seeds were inside the pumpkin before they scooped the seeds out of the gourd. Then her students counted how many seeds were actually on the pumpkin and subtracted that number from their estimate.

Once when I was teaching third grade, I wanted students to learn about Kwanzaa, so I came to school dressed as Mrs. Kuumba (koo-OOM-bah) For the entire day, I told the students I was Mrs. Kuumba. I had symbols for them to touch, taste and smell (multi-sensory) and I had stations for them to write, define, and question (inquiry and project-based approach). By the end of the day, my students had memorized the seven core principles of Kwanzaa as well as their meanings. They asked me if Mrs. Burlock was returning the next day!😀

Our brains are designed to pick up countless social, physical and linguistic cues within our surroundings. Take advantage of this when you are teaching new concepts and see how the “learning trajectory” of an unmotivated student steadily becomes motivated to achieve! 

Teaching the achievement mindset also increases the effect size of a student’s academic gain. 

Effect sizes are a common research-based way to measure the impact of a strategy. A .50 effect size is the same as a “one” grade leap in academic gain. An effect size of 1.0 is associated with improving students’ achievement by a “two” grade leap and advancing a student’s learning achievement by one year or improving the rate of learning by 50%. Teachers must help students catch up from starting school one to two years behind. Therefore, if everything we did over a single school year averaged at least .50 effect size we would bring up students who started a year behind to grade level by the year end. An effect size of .50 is clearly effective and attainable!

https://www.teacherstoolbox.co.uk/effect-sizes

Effect Sizes in a School’s Learning Community:

• Collective teacher efficacy | 1.57
• Teacher estimates of achievement | 1.29 
• Student self-efficacy | .92
• Positive peer influences | .53 
• Teacher-student relationships | .52 
• Positive self-concept | .41
• Decreasing disruptive behavior | .34 

The highest Effect Size is Collective Teacher Efficacy. 

Collective Teacher Efficacy is a shared group that is motivated by a common issue or interest or a group that works together to achieve a common objective with efficacy. Efficacy is the ability to get a job done well with effectiveness and the power to produce an effect. So, in other words, when teachers work well together to achieve a common purpose with the effective power to accomplish and produce a sustaining effect, this has the greatest Effect Size on promoting a student’s ability to learn. 

What is the most common way teachers collaborate? 

The answer: 

A PLC (Professional Learning Community)! 

A vibrant, motivated, and powerful PLC makes an awesome impact on your students’ learning because it is during the PLC that teachers collaborate on STEM instructional approaches such as project and inquiry-based learning. 

Continue to keep your PLC relevant. 

You are focused on learning. 

You are building a collaborative culture. 

You are results-oriented. 

You are teaching the Achievement Mindset!

Stay the course!

by Shelia F. Burlock 

Principal * Educator * Supervisor * Developer 

"Inspiring adults to become agents of change, hope, and influence in the lives of children."© 

This first-grade class predicted how many seeds were inside the pumpkin and created math equation problems. The students also scooped out the pumpkin seeds to touch, count, and later taste them (after the teacher roasted the seeds).

Book Study on Poor Students, Rich Teaching by Eric Jenson

The Goal of A Book Study is:

   Collaboration enriches professional development.
Everyone needs professional growth opportunities.
All professionals want to improve.
All professionals can learn.
All professionals are capable of assuming responsibility for their own professional growth and development.
People need and want information about their performance.

       --taken from Reflective Practice to Improve Schools page 157--

We will study the book: Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

GUIDE TO ADDING YOUR COMMENTS TO THIS BOOK STUDY BLOG on

Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson:

1.  TAKE A LOOK AT THE SEVEN BIG IDEAS.

2.  Read the snapshot of what each mindset says.

3.  Select one or two questions to answer after reading the chapters.

4.  Name It and Lock It: Do the application at the end of each section/part.

(You can start reading at any point in the book. Just make sure to identify the section you are commenting about and make sure to read the preface and introduction! Great stuff here!)

Big Idea One: The Relational Mindset Chapters 1-3

The relational mindset says, “We 

are all connected in this life together. 

Always connect first as a person (and an ally) and second as a 

teacher.”

Page 12  of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you personalize the learning? Page 15

b.     How can you connect everyone for success? Page 21

c.      How can you show empathy? Page 27

Name It and Lock It …………………page 34

I,________________________am committing to………………………………

Big Idea Two: The Achievement Mindset Chapters 4-6

The achievement mindset says, “I can build student effort, motivation and attitudes to succeed. They are all teachable skills.”  Page 38 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson 

a.      How can you create and set gutsy goals? Page 43

b.     When and how can you give fabulous feedback? Page 49

c.      How can you develop and maintain grit? Page 57

Name It and Lock It …………………page 62

I,________________________am committing to……………………………

Big Idea Three: The Positivity Mindset Chapters 7-9

 The positivity mindset says, “I am an optimistic and grateful ally who helps students build a successful narrative of their future.” Page 64 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you model and teach and boost optimism and hope? Page 71

b.     How can you build positive attitudes? Page 79

c.      How do you change the emotional set point? Page 87

Name It and Lock It …………………page 94

I,________________________am committing to………………………………

Big Idea Four: The Rich Classroom Climate Mindset Chapters 10-12

The rich classroom climate mindset says, “I focus on what students need to succeed and build it into the learning and social environment every day.” Page 98 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you engage voice and vision? Page 101

b.     How do you set safe classroom norms? Page 109

c.      How can you foster academic optimism? Page 115

Name It and Lock It …………………page 122

I,________________________am committing to………………………………

Big Idea Five: The Enrichment Mindset Chapters 13-15

The enrichment mindset says, “I 

know brains can change. I can 

grow and change myself first. 

Then, I can build powerful 

cognitive skills in my 

students.”

Page 126 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How do you manage the cognitive load? Page 131

b.     How can you strengthen thinking skills? Page 139

c.      How can you establish and enhance study skills and vocabulary? Page 147

Name It and Lock It …………………page 156

I,________________________am committing to………………………………

Big Idea Six: The Engagement Mindset Chapters 16-18

The engagement mindset says, “I can and will engage with purpose every student, every day, every nine minutes of less guaranteed.” Page 160  of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      How can you engage for maintenance and stress? Page 163

b.     How do you engage students for a deeper buy-in? Page 171

c.      What is your plan to engage to build community? Page 179

Name It and Lock It …………………page 184

I,________________________am committing to………………………………

Big Idea Seven: The Graduation Mindset Chapters 19-20

The graduation mindset says, “Focus on what matters. Be an ally to help students graduate college and career ready.”  Page 186 of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

a.      Why and how should you support alternative solutions? Page 191

b.     How can you empower and prepare students for college and careers? Page 201

Name It and Lock It …………………page 208

I,________________________am committing to………………………………

Epilogue of Poor Students, Rich Teaching (revised edition) Seven High-Impact Mindsets for Students From Poverty by Eric Jenson

Having Choices page 210

Changing Your Mindsets page 211

Eliciting Change page 212

You are your Mindset page 213

Fill in the following blanks with your name, a mindset, and strategies from this book. Repeat the phrase daily until it’s automatic.

Name It and Lock It …………………page 213 and 214

I,________________________am committing to………………………………