Chapter 4

As a district, I would suggest that we are on the right track. In his book, Jensen suggests that we integrate an enrichment mindset. To do this, we have to convince our students that they are all capable of learning. In the past couple of years, I have seen this mindset develop. Our students, through a variety of processes and systems, are no longer being allowed to fall through the cracks. Accountability is taking over and, as such, we are relaying a belief that all students can learn. Jensen suggests we embrace an attitude of "intellectual curiosity, emotional engagement, and social bonding" (p. 94). If we can create an environment in our building where students feel learning is possible, through what we are currently implementing and what Jensen states must happen next, we will maintain and only improve our current state.

I also think we are on the right track when it comes to building relationships. Especially with the new mentoring program, we are providing every student a staff member they can rely on and trust (hopefully). I do think, however, that all teachers must commit to this mentoring program. If only part of our staff is trying to connect with the students, we will only further isolate certain students. I particularly like Jensen's steps to strengthen these relationships, primarily the statement "Show that you care more than you show authority or knowledge." I think it was this class or during one of this year's PD days when it was stated that "Students will not care how much you know until they know how much you care." Of all the statements or ideologies I have heard in the past few years, this one strikes me as the most important. In terms of what we're doing well, I would say our students do know how much we care, and if they don't yet, they will soon.

In order to keep moving forward, we, as a staff, need to give in to the forward momentum, not just to assist our poverty-stricken children but to help all our children. If we want to really help our students learn and grow, we need to demonstrate that we, as a staff, are willing to make changes in our teaching. This, of course, we have already done. I do think, however, that we need to continue to impress upon all students an ability to learn. If we allow our poverty students to believe they can't do it, they will start to believe it. We are the key to our students' educational lives.