Good morning! Sylvia, Writing Coach & Reading Teacher @BrandonHSEagles & moderator of the #HackLearning slow chat - continuing the conversation by learning from each other all week long 😍 ... 2 questions answered over 6 days (& sometimes beyond ❤️)
Good morning #hacklearning crew! Aubrey, from Colorado - been working in ed tech for the past year, but starting a new job tomorrow, so I'm not sure what to call myself :-).
A1 I’ve seen quit points hit after an accumulation of frustration surrounding a class (could be years). Usually in assessment activities (projects, quizzes, tests). #HackLearning
A1: Short version- frustration. Frustrated because they don’t have the skills or the ability to apply knowledge to a problem in front of them. #hacklearning
A1 Lack of competence with that skill (usually caused by needs of learning chunks then putting them together), lack of self-efficacy (don’t believe I can do it) ... “I’d rather you think me as ____, than stupid.” #HackLearning
A1 Students who do not have their primary needs met at home may quit earlier than others.
These are the kids who need supportive & encouraging measures - not punitive ones. #HackLearning#TTOG
A1: Not understanding the content, not understanding the teacher, lack of interest in the topic or the teacher, internal problems (i.e. family, friends, etc.) or possibly they don't understand why it matters. #HackLearning
Morning, #hacklearning. I'm Brian. I teach middle-school students English in Colorado.
A1 Two (rhyming) quit-point triggers for them, in my experience, seem to be fear & peers.
A1: When level of challenge + background knowledge/strategies + interest/motivation (or whatever else is on their minds) is not leveled correctly. #hacklearning
A1: Students hit quit points when they are unprepared with supplies & can’t even start a task. We need to have extra copies/supplies readily available - we all forget/make mistakes/have an off day sometimes. We cannot let this stop students from participating. #hacklearning
A1 Students who do not have their primary needs met at home may quit earlier than others.
These are the kids who need supportive & encouraging measures - not punitive ones. #HackLearning#TTOG
A1:Ss not have coping mechanisms to deal with struggle& frustration. Ss not understanding that struggle is what leads to learning& growth. We can’t assume Ss know this. We must be overt& transparent @ this. #hacklearning
Great point. So many students reach us in HS and have already made up their minds on school or particular classes. "I'm not a math person" or "Why are we learning about the past" is the first sign of Quit Points #hacklearning
A1 I’ve seen quit points hit after an accumulation of frustration surrounding a class (could be years). Usually in assessment activities (projects, quizzes, tests). #HackLearning
A1 Students who do not have their primary needs met at home may quit earlier than others.
These are the kids who need supportive & encouraging measures - not punitive ones. #HackLearning#TTOG
A1: Students hit quit points when frustrated with a task! As teachers, we need to anticipate barriers and potential misunderstandings, and plan accordingly/individually/with #UDL in mind. #hacklearning
A1: Students hit quit points when they feel they are being singled out or treated unfairly. Before jumping to conclusions and making more assumptions, we need to take a breath and check/reflect ourselves. #hacklearning
A1 I feel Ss hit that Quit Point when we try to "fix" all the weaknesses we perceive they have rather than focusing on growth in a specific area #hacklearning
had a mini conversation with a student where I said "I was/am a terrible student ...I love to learn, but school always seemed to get in the way." she was like "Oh My Gosh ... that is exactly how I feel" ... kids love to learn ... maybe the system drives them to quit #hacklearning
A1 I think a sense of overwhelming frustration that what you’re doing isn’t working and you have zero idea what you are doing incorrectly #hacklearning
A1: Feeling frustrated confused, like assignment is unending, or belief inside themselves that they aren’t “good” at whatever their being asked to do (math, fractions, reading, writing, etc). #HackLearning
Yes! This is one of the most important lessons we can teach our Ss. Learning to overcome frustration & push forward will help them be successful in life. #hacklearning
A1:Ss not have coping mechanisms to deal with struggle& frustration. Ss not understanding that struggle is what leads to learning& growth. We can’t assume Ss know this. We must be overt& transparent @ this. #hacklearning
A1 Trace quit points to inaccessible formats that ignore how Ss learn best. Buy materials that are born accessible not retrofitted + offer print plus tech options to learn and relearn content including learning on the go. https://t.co/jVtJE3TrAI via @AEM_Center#hacklearning
A1 It can happen when relationships haven't been formed well either. A student is more likely to quit if he/she doesn't feel supported by the teacher #hacklearning
A1 It always goes back to relationships. Students will hit those quit points a lot faster without positive relationships in that classroom (teachers & peers). #hacklearning
A1 My job is to push Ss out of their comfort zone & to give them the confidence to fail-forward. If I fail to properly build that safe space for failure, the magic won’t happen and quitting is inevitable. It’s takes an artful & calculated approach #hacklearning
A1: Feeling frustrated confused, like assignment is unending, or belief inside themselves that they aren’t “good” at whatever their being asked to do (math, fractions, reading, writing, etc). #HackLearning
As a Social Studies teacher, kids are often turned off from this area of study because previous teachers could not explain the content in a manner the kids could understand ... a disconnect. I think this happens across the board. #hacklearning
What about constructive quitting? (Is that a thing?) Giving up an unproductive approach in favor of some new tack, or abandoning a pursuit temporarily as part of husbanding resources... Thoughts, #hacklearning?
So right. It always goes back to relationships. If Ss don't trust that you want them to learn and will help them, the quit point will come so much sooner #hacklearning
That is a huge one that requires all resources in the school to overcome. Sometimes, I just remind myself that simply being nice and respectful (over content) may be the factor that matters for that student. #hacklearning
Students need to believe that they can overcome challenge - there's a lie that if it's hard, you aren't good at it. I had a teacher who used to say, "Yes, it is hard, and you can do hard things." #hacklearning
A1 sometimes reaching a quit point is healthy / redirecting to a different task energizes the brain again - when a failure cycle is occurring kids need to sometimes stop and regroup #hacklearning
💯% agree with fear ... I think they’d rather the tchr & peers think they were {lazy}{sarcastic}{funny}{etc} than stupid. Since no one ever wants to feel stupid, we quit before we take a risk. ❤️ so I love the word fear over frustration although both are true #HackLearning
Morning, #hacklearning. I'm Brian. I teach middle-school students English in Colorado.
A1 Two (rhyming) quit-point triggers for them, in my experience, seem to be fear & peers.
Great point mentioning something personal going on. It's easy to focus on the academic piece and forget what is going on outside the classroom. #hacklearning
Agreed. Hopefully one of us can be that one educator who helps them see the light and make connections. Reaching those students who are so frustrated that they completely quit before starting is so important. We could be their last chance. #HackLearning
A1 It always goes back to relationships. Students will hit those quit points a lot faster without positive relationships in that classroom (teachers & peers). #hacklearning
A1 Ss will also hit that quit point when we ask them to complete mundane tasks for the purpose of compliance rather then asking them to truly think #hacklearning
A2 Simply put - differentiation & personalization help students avoid quit points. Finding the correct method for each student is the key.
➢ tiered practice
➢ extra time
➢ academic support
➢ accelerated content
➢ personalized content
#HackLearning
A1: Feeling frustrated confused, like assignment is unending, or belief inside themselves that they aren’t “good” at whatever their being asked to do (math, fractions, reading, writing, etc). #HackLearning
"I don't have a pencil" is often the first step in students quitting on the entire lesson. Sometimes its their "out" and sometimes it's an easy fix that we as Ts control. #hacklearning
A1: Students hit quit points when they are unprepared with supplies & can’t even start a task. We need to have extra copies/supplies readily available - we all forget/make mistakes/have an off day sometimes. We cannot let this stop students from participating. #hacklearning
A2: Allow time for students to pause and reflect. Have a designated time to check-in with a peer or adult on progress. Teachers should be doing frequent checks for understanding in class. #HackLearning
A2 I prep Ss that this class will be uncomfortable at times! You won’t succeed the 1st time you code! (Just like U don’t win Fornite the 1st time U play! Gamers R the ultimate fail-forwarders!) #HackLearning
I don't talk about failure ... i talk about how we are going to get better ... making an error is NOT A FAILURE ... can we please stop with that narrative. we have kids so afraid of being wrong (a failure) they don't want to try #hacklearning
A2 teaching metacognitive strategy use can support kids and adults thinking about their work and how to make choices do something to help surmount quit point triggers #hacklearning
A2: We need to be prepared. We need to have extra supplies/copies, anticipate potential barriers and misunderstandings, and understand/remember that our students are people and have emotions. #hacklearning
Good morning to educators who know constantly tweeting 'positivity' is method to maintain status quo and escape from engaging in critical examination and active dismantling of inequitable and oppressive systems.
A2: Relationship and culture building. If that's set up early in a classroom, with a culture where it's good to ask questions and ask for help, and where you know your T and classmates will help...
....then quit points don't happen very often. #hacklearning
A2: Building relationships, setting actionable goals. Depending on the challenge, being prepared with a toolbox of strategies that are appropriate and then helping students reflect, to try to avoid the pitfall in the future #hacklearning
A2 Being aware of their individual needs. Scaffolding, Encouragement, allowing extra time (pace), providing manipulatives or tech support in their area of need #HackLearning
A2 keeping Ss engaged by creating an interest and sparking their curiosity in learning. Allowing for productive struggle to exist but not to overwhelm. #HackLearning
I love this. When students simply view school as a series of meaningless tasks, it's understandable that they quit. Buying into the process of learning is so huge. #hacklearning
A2 we need to be capital P present for the students and show them strategies and remove barriers for learning, whatever they may be for that student. #hacklearning
Q2 One strategy I use with my #gamers is that I share my own frustrations with the task and explain how I fixed the mistake or error. I model how I learn.
#HackLearning
This comment makes me see new meaning in the phrase, "quit points." That might be my new name for grades since efforts towards deeper, lasting learning often quit when points are involved ;) #hacklearning
A2: We need to check our reactions. Our reactions can cause students to give up or get frustrated. Let’s all commit to being more self-aware, pausing/taking a breath before reacting, and listening to understand not just respond. #hacklearning
Mindfulness is so powerful. Teaching students breathing techniques. Quietly counting and taking a "meta moment" - that's what they called it in my son's school #hacklearning
A2 Love @tools4teaching idea VIP (Visual Instruction Plan) ... providing visual support can provide reference for the learning .. also like #SpringBoard ‘s Revision Assistant- for writing “coach in their pocket” helps coach sts through revision @DougSBoard#HackLearning
A2: Small steps to success. If you are feeling like you will always fail, even a small success can get you going in the right direction. "Hey, great job, you got your pencil out! I'll check back in a minute to to see if you got your first sentence written down!" #hacklearning
A2 - Mindset matters. Establishing a growth mindset instead of a fixed mindset makes a huge difference, especially when done systematically on a whole-school level that reaches all teachers and students. #hacklearning
A2 I prep Ss that this class will be uncomfortable at times! You won’t succeed the 1st time you code! (Just like U don’t win Fornite the 1st time U play! Gamers R the ultimate fail-forwarders!) #HackLearning
A1: When students don’t feel safe, welcome, or included they hit quit points. Kids know when others value them and if they don’t feel it, they protect themselves by disengaging. #hacklearning
I think you're right, that lack of relationships is the #1 reason. When Ss feel comfortable and know that their T will help them through anything, quit points are definitely extended much further in the future #hacklearning
I don't talk about failure ... i talk about how we are going to get better ... making an error is NOT A FAILURE ... can we please stop with that narrative. we have kids so afraid of being wrong (a failure) they don't want to try #hacklearning
A2: Create authentic and meaningful learning opportunities that interest kids. Relevance matters. We push ourselves for things we care about. #HackLearning
Yes!! I have a drawer of snacks for Ss - it's amazing the difference a couple crackers can make in their ability to learn if they're hungry! (And mine too!)
A2: Adding voice and choice to your lessons. Students that work on assignments they care about and are relevant to them or their world are more likely to increase engagement #HackLearning
A2 Building strong relationships with our Ss believing in them, letting them know we care. If they know they have a T support them they are less likely to quit . The T must then set realistic goals(broken down) and a path to achieve those goals. #hacklearning
Yes, yes, yes! I saw this as a tech coach all of the time. Sometimes helping adults overcome these obstacles is harder than helping kids...or is it just me ;-)? #hacklearning
A2: Are we acting on the statements we make in class- we say I care @ u. What does that look like? We say I want u 2 b successful. How will our Ss know that we r working towards that& empowering them in the process? No disconnect between what we say & do. #hacklearning
A2 Sometimesit is about the what and why and how of our instruction . What changes can we make to develop more meaningful relevant learning opportunities for our students? #hacklearning
Sometimes it is relevant but the connection is not explicit. Teachers have to make the connection for students. Do better than "you'll need this someday" #HackLearning
A2 and w all the research on kids who live in trauma we need to understand and help them understand impact of that on learning - mindfulness & trauma care strategies are essential #hacklearning
A2 Build student self confidence through positive relationships. When a student is stuck and nearing that quit point, jump in. Help. Encourage. Show her/him that you care. Rally with them until the end. #hacklearning
A1 I spotted a student quitting the other day in a class of mine. He was sat with his head down and computer pushed to one side. A gentle nudge about what was wrong- his password was not working but did not want to say. Sometimes the solution is easy if we ask #HackLearning
Huge point that is so frequently ignored by Ts that believe Ss simply need to persevere regardless of circumstances. Quit Points can be a sign to Ts as well that we need to alter our approach to the class. #hacklearning
A1 sometimes reaching a quit point is healthy / redirecting to a different task energizes the brain again - when a failure cycle is occurring kids need to sometimes stop and regroup #hacklearning
This is one reasons behind the lack of growth shown from gifted students. When faced with obstacles, it's easier to Quit rather than have their self-identity challenged #hacklearning
Absolutely - I think that grading and testing practices produce quit points and adults who support quitting inappropriate grading and testing reduce kids hitting quit points pretty quickly on learning work #HackLearning
A2 I show this video to show growth. It’s titled, “Here Goes Something”. She wants to quit, but is reminded of her skills by her coach. She’s clearly uncomfortable. AND she #leansin and learns! #hacklearninghttps://t.co/V4sttbv8SB
A3: Work with them to really learn their preferred style of learning, passions, etc. Make connections. Most importantly, show them that you care and that you will work with them through their challenges. #hacklearning
This is one reasons behind the lack of growth shown from gifted students. When faced with obstacles, it's easier to Quit rather than have their self-identity challenged #hacklearning
A2: for each individual student, goals must be set so that he or she can actually achieve them and we teachers must accompany their process and support them
#HackLearning
A2 Teach, live, & model ways to confront "I don't know" besides permitting those 3 words to signal a quit point. Let them instead open doors to what we try next to gain purchase when efforts are temporarily stalled. "I don't know" can signal opportunity to learn. #hacklearning
A2: Relationships are crucial and can help Ss not yield to hit quit. If they know they have someone who will listen to their concerns and try to help them reach resolutions, decisions to quit will not be hastily made. #hacklearning
A3 Getting to know your students is important. A conversation about football or something on TV can bring about a solution to the problem. It is not alway a 'I can't' or 'I wont' Sometime the they just need to talk the problem through #HackLearning
A Visual Instruction Plan ... steps built to visually so that we uncover (not bury) the process of learning ... Check out their website! 😍 #HackLearning
A3 - That's where the teacher-student relationship becomes HUGE! Work together to develop realistic growth goals with plans and supports in place to help achieve those goals. This is only possible when the student knows the teacher cares. #hacklearning
A3: Figure out where the Quit Point started and what triggered it. Come up with a plan or individual goals to not necessarily help the quit point from reoccurring, but supporting them THROUGH it. #HackLearning
Q3. As with most things in the classroom we must become their biggest fan/cheerleader/coach. You can do this! Sit with them and help them figure a different way though the problem.
#HackLearning
Q2 One strategy I use with my #gamers is that I share my own frustrations with the task and explain how I fixed the mistake or error. I model how I learn.
#HackLearning
A2: We build relationships, we make sure that our curriculum reflects our students, we get proactive about creating a space where students have choice, ownership, a voice... #hacklearning
A2 Provide support and scaffolding with their learning. 1 on 1 conversations to show a different way to think thru the problem. Teach them that if they don't give up, they can figure it out. #HackLearning
A3 Provide encouragement, build up their confidence, ask them what they need to be able to carry on. They might know what their roadblock is #HackLearning
A3 Never ever quit on them, never take it personal when they make a mistake, change the conversation,move on , and then come back to it when the Ss is better prepared to tackle what ever challenge it was that made them reach their quit point #hacklearning
You can say it like that, but kids still see FAIL. Sometimes errors happen when it is not the first attempt ... when hammering a nail sometimes it goes off to the side ... i'm like ... pull it out and start over in a new spot. #hacklearning kids already have a #growthmindset
Absolutely - I think that grading and testing practices produce quit points and adults who support quitting inappropriate grading and testing reduce kids hitting quit points pretty quickly on learning work #HackLearning
Quit Points are going to happen. We can do our darndest to try to prevent them; but we also have to figure out ways to support students THROUGH them. #HackLearning
A3: Our kids quit when they don’t feel valued, supported, confident & respected. Those must be at the core of the relationships we build with our students; so, when they reach their Quit Point, we must reinforce these core values! #hacklearning
A3: Recognize where the quit points might be in a lesson (or with individual learners) and be proactive. Simple encouragement can go a long way. #HackLearning
A3 Keep encouraging to support them. Continually send them ‘you can do this’ messages to cultivate the growth mindset and build confidence. #HackLearning
A3 Take time to talk. Triage, break it down into pieces and make the "assessment/assignment/task" smaller. Build it back up. All or nothing makes it worse. #hacklearning
A3: Work to de-escalate the situation first. If they are heated up they won’t hear you. Then find a way to find an early success and build on it. Hit a point you know they have confidence in or can relate to and work to have it open opportunities. #HackLearning
So true - and we also need to remember that quitting is a strategy that works for kids who experience failure - understanding why that works is something that Educators who were successful in school might not understand #HackLearning
A3 Teachers should show their own growth mindset and their learning as well. It’s hard for a child to see a teacher and understand his/her path to teaching and that it included quit points. #hacklearning
A3 Re-frame quitting as pressing pause. Take a break & strategize with student about when we'll next pick up that baton, how we can prepare to revisit what feels right now like a daunting challenge, but might feel differently later. #hacklearning
A3 Talk with them not at them ... find the root of problem & pull it out (weed) or water it (flower) ... can’t solve the prob if we know not what the problem is ... #HackLearning
A3b: Once we target the cause of the #QuitPoint, this might require some serious self-reflection as an educator. We have to be able to monitor and adjust ourselves. Most of the time it's not the student's fault they've hit a #QuitPoint#hacklearning
A3: The human brain needs a break. Depending on the severity of the quit point, I might suggest they go get a drink or we might have to have a conversation/pep talk and then try again tomorrow #hacklearning
A3: Believe in them, even when they don't believe in themselves.
Sometimes, I think time/space is an appropriate strategy, too. Time to cool off and let some of that immediate frustration go can allow for a better perspective later. #hacklearning
Quitting seems to spike when learning experiences are reduced to a single grade or a final project; instead, let’s keep the focus on the individual inquiry journey our kids can embark upon in our schools! #hacklearning
A3: We need to understand that ppl deal with frustration differently. Some may want to be left alone, need a break, a pep talk, to cry, to take a walk, or something else. Get to know your students' reactions, & help them to develop individual strategies to get back. #hacklearning
A3 I think I answered this with A2. I encourage them to slow down, try it with my help & guidance, and see that they CAN do it. Then once they DO do it, I tell them "see?! You CAN do this! Just slow down a bit." #HackLearning
A2: Build relationships with Ss so you can craft appropriate tasks for them/you can tell when Ss need more support & build class atmosphere of failure being a part of learning process (I make mistakes all the time and model how to move on) and we need to keep going! #hacklearning
So true, but when we reflect, we can certainly see the relationship between cause and effect and if we don't reflect, we may need others to help us see #hacklearning
Educators are leaving the profession in record numbers. Students are falling through the cracks and many are giving up on learning. But what exactly is the problem, and what should we do about it?
Finally ... the answer!
https://t.co/LyD6GBYQEi#HackLearning
Or make the points fungible according to standards-based principles. More like henna than a permanently-inked tattoo, says the guy who grasps for analogies like straws). #hacklearning
Yes! How many times have we as adults feel like this. School work is hard and pushes us. There are days when I can think of nothing to write and I get to choose to walk away. In a lesson this is not a choice and it is tough #HackLearning
thanks for a great chat again this morning! ❤️💡Love all the resources and ideas from @Pomme_ed and #QuitPoint This book is a must-keep for future reference for any teacher #HackLearning
A3 Take time to talk. Triage, break it down into pieces and make the "assessment/assignment/task" smaller. Build it back up. All or nothing makes it worse. #hacklearning
A3: If a student does get frustrated or quits during one class or day - let them start fresh the next period/day. Give them another chance! #hacklearning
Emotional intelligence plays such a huge role in quit points and staying in front of them. Recognize verbal and, maybe more important, non verbal communication. The signals come before the actual quit point. #hacklearning#EmotionalIntelligence
A3 We can be a cheer leader if that is what they need or we can adjust expectations to help them get back on track. All kids deserve a chance and we must make that we are giving them each the chance they need #HackLearning
A3 Never ever quit on them, never take it personal when they make a mistake, change the conversation,move on , and then come back to it when the Ss is better prepared to tackle what ever challenge it was that made them reach their quit point #hacklearning
A3: Again, this is where relationships matter! If a S has an adult person to confide in or rely on for affirmations and words of comfort, they will fight to recover from those quit points! #hacklearning
A3: I think we need to address their stressors and also helping start being successful. Celebrating even the smallest successes with them goes a long way. Obviously, having good relationships with them is key to that!! #HackLearning
A3:Everyone here has said it perfectly! There r so many reasons for quit points. Have we structured our class time to allow for understanding our Ss? When we do, do we have structures in place to address those triggers for quit points? Spend time on what u value! #hacklearning
Show them you reallybelieve that making mistakes is part of learning. Help them understand when they struggle their brain synapses are igniting to help them move forward #hacklearning
A3: For teachers, it's important to first recognize it, acknowledge it and then work with them to develop a plan that they can get behind. This works with students too #hacklearning
Show them you reallybelieve that making mistakes is part of learning. Help them understand when they struggle their brain synapses are igniting to help them move forward #hacklearning
Modeling hitting our own quit points & pushing through is a powerful learning experience for a kid. I remember seeing some of my favorite teachers do this - it gave me "permission" to be frustrated, to struggle, and to keep going. #hacklearning
Join #HackLearning chat Sept 30 at 8:30-9:00am EDT when Connie Hamilton @conniehamilton will be guest moderator leading chat on the "hacky" topic of Learning Targets.
Looking in this mirror may make us, as educators, want to quit. Not a reason not to face it; we just need to be prepared & resourced to deal constructively with what we see, which is no mean feat. #hacklearning
