1. "Withitness" and mindset
Making the Connection Between Awareness and Action
Developed by: Robin Hawk 

2. "WITHITNESS" AND MINDSET4
I am able to mentor other teachers in the value of "Withitness" & Mindset influence the classroom culture. 3
I can demonstrate " Withitness" & Control for Mindset in order to influence classroom culture? 2
 I am able to identify  some characteristics of "Withitness" & Mindset. 1
With support I can identify some characteristics of successful "Withitness" & Mindset strategies.

3. Learning Targets
How can my mindset and actions impact my students' readiness to learn?
How can students' mindset be reframed to maximize learning?
How can I turn my power of observation into actions that enhance learning outcomes?
How can withitness influence the classroom culture?
How can I utilize Dr. John Hattie's effect size information to maximize the power of one?

4. Research 
 Withitness & Mindset

5. Growth vs. fixed
Its all about the
MINDSET

6. Engagement is the key Eric Jensen
Engagement is reaching out to our audience and drawing them in
Engagement is  the key Eric Jensen
Students are not as engaged as we may think
81,000 students surveyed 
98% report having been bored
75% report coming to school only to get a diploma and get out
Question to ask ourselves: 
Has a student ever said thank you for a great lesson/class? 
How can we grow that? 
Mindfulness + Purposefulness = Engagement

7. There is no miracle pill. Good teaching is the miracle.
WE MAKE OUR OWN MIRACLES 
7 Engagement Factors
Health & Nutrition
Vocabulary
Effort & Energy
Mind-set
Cognitive Capacity
Relationships
Stress Level

8. Average teachers complain that kids are unmotivated.
Elite teachers seek ways to engage and put students in a mindset ready for learning.
Average teachers complain that kids are unmotivated. 

9. Effect size Understanding Effect Size Degree of Impact on Learning
Under 0.00 = negative effect
0.00 – 0.20 = marginal effect
= positive effect
= substantial effect
= enormous effect
John Hattie Effect Size:
A statistical tool for comparing results on different measures, over time, or between groups. To reach the “hinge-point”, the effect size must measure at .40 or higher

10. To the hinge point and beyond… 0.4 changes lives

11. Are we ready to be withit? Are we alert, aware, and proactive?
Are our students ready to learn?
What are they telling us when they enter the room? 
Are we listening? 
Are we responding? 
Are we ready to receive and respond?
Are we withit?
Are we ready to be withit? Are we alert, aware, and proactive?

12. What do you notice in the video clip? What does the teacher do well?
Teach like a champion 2.0
100% 
Non-Verbal Ques
Timely Pacing
Re-direct with Discretion
"Withit "and Proactively controlling for Mindset

13. Withitness Alert Aware Proactive
"the Prosocial Classroom - importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher–student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students."
"teachers higher in SEC are likely to demonstrate more effective classroom management; they are likely to be more proactive, skillfully using their emotional expressions and verbal support to promote enthusiasm and enjoyment of learning and to guide and manage student behaviors."
Jennings & Greenberg 2009
Alert
Aware
Proactive

14. Action  
Withitness & Mindset

15. Don't allow them to push your button
Student Control
Be Proactive – Calm-Assertive Leadership
  Be prepared ahead of time – lesson plans, materials, resources
Set the tone – you communicate what you will tolerate
Assign seats – even though learning is social it is controlled socialization
Post  & discuss learning targets,  agenda, scales, homework
Have some predictable routines 
Purposeful lesson plans prepared in advance that predict where students may have difficulty and be ready 
Create excitement about the topic
Start with a hook that creates excitement–  essential question, inquiry activity
Scaffold activities to boost confidence
Provide choices
Be patient – they are still kids with developing frontal lobes
Greet example – teacher who greets each student with a mutual individual handshake, great game last night, what is the square root of 9, what is a central idea,
We are in Control

16. state of mind is a game-changer
THE TAKE-OFF
state of mind is a game-changer
Its not about mind control, its about controlling for the state of mind....the mindset
Steps:
Be prepared – solid lesson plan, organized to start before students arrive each morning
Be observant – fully engaged as students enter the classroom
Be proactive – greet students by name, add a special greeting or a piece of information you know, an interesting trivia question, create a safe positive space
Be clear – let students know that learning is highly valued 
Be mobile – walk around, looking over their shoulders, provide genuine specific feedback
Be private – at this stage calling out in front of peers either positive or negative can be dangerous, address students privately, seek permission to be public
Celebrate – growth, improvement, successes, positivity, effort
MAKES THE LANDING!

17. RESOURCES Hattie, John. Visible Learning for Teachers
Wong, Harry. The First Days of School
Lemov, Doug. Teach Like a Champion 2.0
Dweck, Carol. Mindset
Jensen, Eric. Engaging Students with Poverty in Mind
Whitaker, Todd. What Great Teachers do Differently
Marzano, Robert. The Art and Science of Teaching
Jensen, Eric. Enriching the Brain
Jensen, Eric. Turnaround Schools for the Teenaged Brain
RESOURCES