{"id":142514,"date":"2020-09-20T12:00:02","date_gmt":"2020-09-20T16:00:02","guid":{"rendered":"https:\/\/truthforteachers.com\/?post_type=podcasts&p=142514"},"modified":"2024-08-12T01:02:34","modified_gmt":"2024-08-12T06:02:34","slug":"limiting-beliefs-about-students","status":"publish","type":"podcasts","link":"https:\/\/truthforteachers.com\/truth-for-teachers-podcast\/limiting-beliefs-about-students\/","title":{"rendered":"Do you hold these 3 limiting beliefs about students?"},"content":{"rendered":"

This week on the Truth for Teachers: If you\u2019re feeling frustrated in the classroom because it seems like your students are simply refusing to learn, then it might be time to take a step back and rethink the way you see the situation. We\u2019ll take a look at some of the commonly-held limiting beliefs and assumptions about \u201cbad\u201d students and how this might be shaping your teaching experience.<\/em><\/p>\n

If you’re frustrated with kids who don’t seem to be putting forth any effort, this episode can help you shift your mindset and think about the problem in new ways.<\/p>\n

We\u2019ll examine 3 limiting beliefs that are a very common part of many people\u2019s worldview, and look for ways to choose perspectives that are more constructive and helpful.<\/p>\n

When you feel like you\u2019ve tried EVERYTHING, sometimes the missing piece is to change the way we think about the problem … and this episode can help you choose thoughts that serve you (and your students) better.<\/p>\n

I\u2019ll recap the big ideas below, with an embedded podcast player for listening to the episode and full transcript to follow underneath.<\/strong><\/p>\n

Recap and Big Ideas<\/h2>\n

Limiting beliefs aren\u2019t necessarily conscious beliefs. These are worldviews that have been ingrained in us over the years and we\u2019re not always aware of them. We can tell if these beliefs are there by examining the things that we say and do.<\/p>\n

Limiting belief #1: Some kids just don\u2019t want to learn.<\/strong><\/p>\n

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  • Not wanting to learn is different from not wanting to learn in class. More than just a semantic difference, this is a difference in the fundamental way we address and understand student motivation.<\/li>\n
  • It\u2019s simply not true that the student doesn\u2019t care about anything — you just haven\u2019t discovered what they care about.<\/li>\n
  • The last thing that disengaged students need is a teacher who doesn\u2019t believe in them.<\/li>\n
  • Kids can feel when adults don\u2019t believe in them so root out this limiting belief that students don\u2019t want to learn to avoid making it a self-fulling prophecy.<\/li>\n<\/ul>\n

    Limiting belief #2: My job is to keep the kids who don\u2019t want to learn from ruining it for the kids who do want to learn.<\/strong><\/p>\n

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    • Your job as a teacher is to teach them all, and to reach them all, or at least never give up trying.<\/li>\n
    • When we create the dichotomy of good and bad students in the classroom, we\u2019re giving ourselves permission to stop trying with certain students<\/li>\n
    • This limiting belief prevents you from identifying the root cause behavioral issues, to figure out why the student is not focusing or putting forth any effort, and to help that child succeed.<\/li>\n<\/ul>\n

      Limiting belief #3: Punishment, suspension, and expulsion are the ONLY way disruptive students can be stopped.<\/strong><\/p>\n

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      • This retribution model is replicated in the way we discipline kids in school but you can choose to think differently.<\/li>\n
      • Use restorative justice practices that teach kids how to take accountability for their choices and make restorations for the harm that they cause. A restorative justice approach will help you integrate that student back into your classroom after removal.<\/li>\n<\/ul>\n

        \"\"<\/b><\/p>\n

        Listen to episode 207 below,
        \n<\/strong>or subscribe in your podcast app<\/strong><\/h3>\n